Examining 21st century skills of 3-6 years old children in terms of some variables

Abstract

In the changing world, it is seen that it is important to acquire skills such as creativity, critical thinking, problem solving, communication and cooperation, which are accepted as 21st century skills, at an early age. This study aims to examine the 21st-century skills of 3-6-year-old preschool children in terms of some variables. Relational screening model was used in the study. The research was carried out with 1055 children selected from different independent kindergartens and kindergartens affiliated to primary education in Gaziantep and Kilis provinces. "Personal Information Form" as well as "21st Century Skills for Children 3-4 Years Old Scale (DAY-1)" with two sub-dimensions: life and career skills and learning and innovation skills (4Cs) and "21st Century Skills for 5-6 Years Old Children Scale (DAY-2)", which has three sub-dimensions: life and career skills, learning and innovation skills (4Cs), and informationmedia and technology skills were used as data collection tools in the study. The analysis of the data was made quantitatively for each sub-dimension and evaluating the entire scale. The analysis of the data was made quantitatively for each sub-dimension and to evaluate the whole score of the participants. As a result of the analysis of the data, it was concluded that there was a significant differences between children's 21st century skills and the variables of mother's working status, mothers' educational status, fathers' educational status and socio-economic level of the family. On the other hand, it was concluded that the children's 21st-century skills did not significantly differ according to gender variables. Within the scope of the study, suggestions were made for future studies to be carried out in line with the aims and findings of the research.

Design-Oriented Thinking in STEM education

“…According to researchers, one of the organizations that conduct the most research on the twenty-first-century skills is the Partnership for 21 st -Century Skills (P21) (Dinler, Simsar & Yalçın, 2021 ; Göksün & Kurt, 2017 ; Yalçın et al, 2020 ). P21 deals with the twenty-first-century skills under three main headings: life and career skills; learning and innovation skills; and information, media and technology skills (Partnership for 21s t-century Skills, 2018a ; 201 8b ; 2015 ).…”

“…The reviewed literature has shown that there are many studies on the twenty-first-century skills, STEM and design thinking (Akgündüz & Akpınar, 2018 ; Dinler, Simsar & Yalçın, 2021 ; Menial & Leifer, 2011 ; Uluyol & Eryılmaz, 2015 ; Yalçın & Erden, 2021 ; Yalçın & Öztürk, 2022 ; Yalçın, 2020 ). The given studies reported that STEM activities increased the frequency of asking questions (Haden et al, 2014 ) and developed self-efficacy, interest in science, spatial visualization and mental rotation skills (Lamb et al, 2015 ), besides developing goal-oriented design, problem-solving thinking, innovation, pattern repetition and design testing skills (Bagiati & Evangelou, 2016 ).…”