Promoting Positive Technological Development in a Kindergarten Makerspace: A Qualitative Case Study

Strawhacker, Amanda; Bers, Marina Umaschi

doi:10.20897/ejsteme/3869

Cited by 36 publications

(12 citation statements)

References 31 publications

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“…Seventeen studies used another common unit of analysis, caregiver and child. Four of the studies [ 1 , 39 , 41 , 46 ] used educator and child as the units of analysis, and two studies [ 44 , 45 ] used only the caregiver as the unit of analysis.…”

Section: Resultsmentioning

confidence: 99%

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Informal STEM Learning for Young Children: A Systematic Literature Review

Alexandre

Washington-Nortey

et al. 2022

IJERPH

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Studies show that children spend considerable time engaged in informal learning outside of educational settings. Informal educational settings such as museums can provide a variety of opportunities to engage children in STEM learning and scientific discovery, which can increase school readiness. Research has also determined an achievement gap in students from low socio-economic backgrounds and in students who are dual language learners. The literature shows that this gap begins even before children enter formal schooling. This systematic review serves two purposes: to explore the impact of informal STEM learning (ISL) on school readiness and to examine the relationship between ISL and children’s social-emotional development, particularly in children who are dual language learners. Using PRISMA procedures, we identified 36 eligible studies in this systematic review. The findings illuminate the important role of parents and/or caregivers and the quality of design and interventions used at ISL sites, such as museums and zoos, on how ISL can impact school readiness for preschoolers. No research was found to specifically address the impact of ISL on school readiness for children who are dual language learners. The implications from the findings suggest that further research is needed on ISL for young children, particularly considering the dearth in research on young dual language learners. The implications further suggest that parents, ISL site designers, facilitators, and educators can benefit from learning about the impact of ISL on school readiness.

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Section: Resultsmentioning

confidence: 99%

“…There were three studies that addressed the impact of ISL on social-emotional development [ 46 , 47 , 51 ]. Allen et al [ 47 ] carried out a quantitative study to examine the impact of afterschool programs on social emotional learning.…”

Section: Resultsmentioning

confidence: 99%

Informal STEM Learning for Young Children: A Systematic Literature Review

Alexandre

Washington-Nortey

et al. 2022

IJERPH

View full text Add to dashboard Cite

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“…Although present in the data, this was not very clear in this first phase of data collection and is an aspect we intend to explore in more depth in subsequent research activities. Our second phase of fieldwork involves collecting data using the Positive Technological Development (PTD) Engagement Checklist for children (https://sites.tufts.edu/devtech/ptd/, accessed on 3 January 2020) [57]. This work will provide insight into how these activities may or may not promote the six positive behaviors (six Cs) suggested by the PTD theorizing framework: content creation, creativity, communication, collaboration, community building, and behavioral decision-making.…”

Section: Limitationsmentioning

confidence: 99%

Coding as Literacy in Preschool: A Case Study

2021

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Coding is increasingly recognized as a new literacy that should be encouraged at a young age. This understanding has recontextualized computer science as a compulsory school subject and has informed several developmentally appropriate approaches to computation, including for preschool children. This study focuses on the introduction of three approaches to computation in preschool (3–6 years), specifically computational thinking, programming, and robotics, from a cross-curricular perspective. This paper presents preliminary findings from one of the case studies currently being developed as part of project KML II—Laboratory of Technologies and Learning of Programming and Robotics for Preschool and Elementary School. The purpose of the KML II project is to characterize how approaches to computation can be integrated into preschool and elementary education, across different knowledge domains. The conclusions point to “expression and communication” as an initial framework for computational approaches in preschool, but also to multidisciplinary and more creative methodological activities that offer greater scope for the development of digital and computational competences, as well as for personal and social development.

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“…Meskipun konsep dasar yang terdapat pada computational thinking merupakan ilmu komputer, namun hal tersebut dapat diterapkan ke dalam sejumlah konteks pemecahan masalah. Rose, Habgood, & Jay (2017), mengungkapkan bahwa algoritma merupakan serangkaian langkah instruksional yang disusun secara urut untuk memecahkan masalah atau mencapai tujuan akhir.…”

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Profil Kemampuan Computational Thinking Anak Usia 5-6 Tahun

Kumala

Rasmani

Dewi

2021

jiv

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Kemampuan computational thinking sudah dipertimbangkan untuk diberikan kepada anak sejak usia dini. Namun belum banyak gambaran terkait kemampuan ini. Penelitian ini bertujuan melaporkan profil kemampuan computational thinking anak usia 5-6 tahun di sebuah PAUD di Kota Surakarta. Penelitian ini merupakan penelitian kualitatif. Teknik pengumpulan data yaitu wawancara pada kepala sekolah, wakil kepala sekolah bidang kurikulum, observasi pembelajaran sebanyak 36 kali, dan dokumentasi. Teknik analisis data melalui proses penyajian data, reduksi data, dan penarikan kesimpulan. Hasil penelitian melaporkan bahwa ada delapan kemampuan computational thinking yang paling terlihat. Kemampuan tersebut adalah: 1) anak terbiasa dengan kegiatan berinstruksi; 2). anak terlatih untuk mencari solusi dari permasalahan yang dihadapi; 3) anak terbiasa mengungkapkan ide berupa gagasan, pendapat, atau karya; 4) anak mampu membagi tugas secara mandiri maupun dengan diskusi teman sebaya; 5) anak terbiasa dengan ice breaking dengan menerjemahan kode; 6) anak sudah terbiasa mengoperasikan komputer secara individu, 7) anak mengetahui fungsi dari fitur colour dan shape yang terdapat pada aplikasi power point dan paint; dan 8) anak mampu menerapkan solusi kedalam permasalahan yang sama pada kegiatan yang memiliki kemiripan dalam penyelesaian. Penelitian ini menyimpulkan bahwa kemampuan computational thinking anak berkembang secara beragam sesuai dengan tingkat intensitas pemberian stimulus. Computational thinking skills are important for children from an early age. However, there are not many information related to this ability. This study aims to report the profile of the computational thinking ability of children aged 5-6 years in an early childhood education center in Surakarta City. This research is a qualitative approach with interviews to the headmaster and teacher, observation, and documentation as data collection methods. The data were analyzed through display, reduction, and concluding. The results of the study report that there are eight most visible computational thinking abilities. These children's abilities are 1) accustomed to instructional activities; 2). find solutions when facing some problems; 3) accustomed to expressing ideas in the form of opinions or works; 4) divide tasks independently or peer discussion; 5) familiar with ice breaking by translating codes; 6) accustomed to operating computers individually, 7) know the function of the color and shape features found in Powerpoint and paint applications; and 8) apply solutions to the same problem in activities that have similarities in completion. This study concludes that children's computational thinking abilities develop in various ways according to the intensity level of the stimulus.

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Promoting Positive Technological Development in a Kindergarten Makerspace: A Qualitative Case Study

Cited by 36 publications

References 31 publications

Informal STEM Learning for Young Children: A Systematic Literature Review

Informal STEM Learning for Young Children: A Systematic Literature Review

Coding as Literacy in Preschool: A Case Study

Profil Kemampuan Computational Thinking Anak Usia 5-6 Tahun

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