Preparing children for success: integrating science, math, and technology in early childhood classroom

Kermani, Hengameh; Aldemir, Jale

doi:10.1080/03004430.2015.1007371

Cited by 80 publications

(78 citation statements)

References 20 publications

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“…Thirteen studies used research‐based interventions about children's development and learning, or content and pedagogical knowledge (e.g. Podhajski & Nathan, ; Jackson et al ., ; Powell et al ., and Kermani & Aldemir, ). The teaching methods were varied across the interventions, ranging from attending college courses and interactive lectures to more participatory strategies including hands‐on activities such as constructing material or role plays (e.g.…”

Section: Resultsmentioning

confidence: 95%

A systematic review of the evidence base for professional learning in early years education (The PLEYE Review)

Rogers

Brown

Pobleté

2019

Review of Education

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In response to the ongoing policy drive in the UK to improve the skills level of the early years (EY) workforce, raise the quality of early years education (EYE), and reduce the disadvantage gap for young children, a systematic review was conducted on approaches to professional learning and development (PDL) that report impact on outcomes for children in EYE. The aim of the review, funded by the Nuffield Foundation, was to consider the impact of PDL approaches in the ongoing UK context. However, of the 24 studies considered, none were conducted in the UK, suggesting that much more work is needed in this area. The review showed that approaches to PDL which combine coaching, with new knowledge and opportunities for reflection on practice, may be most effective in improving outcomes in EY settings. However, the evidence on duration, frequency and intensity of PDL, though likely to be important factors in the degree of effectiveness, is inconclusive and requires further research.

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Section: Resultsmentioning

confidence: 95%

A systematic review of the evidence base for professional learning in early years education (The PLEYE Review)

Rogers

Brown

Pobleté

2019

Review of Education

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“…Herakleioti & Pantidos 2015;Kermani & Aldemir 2015;Tytler & Peterson, 2003). In line with constructivist theory (e.g.…”

mentioning

confidence: 70%

“…Here a broad range of approaches to teaching scientific concepts for improved outcomes for children has been noted (e.g. Herakleioti & Pantidos, 2015;Kermani & Aldemir, 2015;Kirch, 2007). In addition, teachers' attitudes to scientific concepts, their competence in teaching, and careers aspirations of children/students have also been studied (e.g.…”

mentioning

confidence: 99%

Creating Collective Scientific Consciousness: A Cultural-Historical Study of Early Learning about Earth and Space in the Context of Family Imaginary Play

Hao¹,

Fleer²

2016

Pac Early Child Educ Res Assoc

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Based on a cultural-historical perspective, where play is conceptualized as the creation of an imaginary situation, this study seeks to examine how scientific learning is fostered through collectively created imaginary situations during everyday family practices. This study forms part of a broader study, and in this paper the focus is on a three-year-old child and his family from Mainland China. A theoretical discussion of data collected reveals that a collectively created imaginary situation provides the conditions for a child's exploration of scientific phenomenon not directly observable (e.g. Earth rotation and revolution). A form of collectively supported scientific consciousness was realized through discussions, imagining and re-imagining of everyday objects as scientific phenomenon. Scientific laws, as the rules of the scientific play being enacted by the family, enabled the child to be both imagining and viscerally experiencing which cannot be seen. The findings contribute to understanding how families create playful conditions that support scientific learning in the early childhood period.

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“…Computer games are one of the highly used applications for children. Previous studies have shown that computer games can be useful in enhancing children's memory capacity, attention span, literacy, and problem solving strategies, which can, in turn, affect their academic achievements (Beschorner & Hutchison, 2013;Chou, Block, & Jesness, 2012;de Aguilera & Mendiz, 2003;Green & Bavelier, 2003;Linebarger, Piotrowski, & Lapierre, 2009;Kermani & Aldemir, 2015;Kucirkova, Messer, Sheehy, & Fernández Panadero, 2014;Reeves, Gunter, & Lacey, 2017;Ross, Morrison, & Lowther, 2010). However, while the literature supports the use of computer programs for children and provides evidence that they enhance children's cognitive abilities (e.g., attention, memory, literacy), it is not clear under what conditions (e,g., individually, with adults, with older or same-age peers) computers games improve children's learning.…”

Section: When and How Children Learn Mathematics: Role Of Computer Gamesmentioning

confidence: 99%

Computer Mathematics Games and Conditions for Enhancing Young Children’s Learning of Number Sense

Kermani¹

2018

MJLI

Self Cite

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Purpose-The present study was designed to examine whether mathematics computer games improved young children's learning of number sense under three different conditions: when used individually, with a peer, and with teacher facilitation. Methodology-This study utilized a mixed methodology, collecting both quantitative and qualitative data. A random sample of 62 children distributed across four classrooms in a public pre-kindergarten center participated in the study. The four classrooms served as teacherfacilitated, peer-facilitated, individual play, and control classrooms. Several sources of data were used, including informal observations and the "Test of Early Mathematics Ability-3 (TEMA-3)" developed by Ginsburg and Baroody in 2003. Findings-The results showed that mathematics computer games improved children's understanding of number sense, especially when supported by a teacher's skillful facilitation and scaffolding.

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Preparing children for success: integrating science, math, and technology in early childhood classroom

Cited by 80 publications

References 20 publications

A systematic review of the evidence base for professional learning in early years education (The PLEYE Review)

A systematic review of the evidence base for professional learning in early years education (The PLEYE Review)

Creating Collective Scientific Consciousness: A Cultural-Historical Study of Early Learning about Earth and Space in the Context of Family Imaginary Play

Computer Mathematics Games and Conditions for Enhancing Young Children’s Learning of Number Sense

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