Abstract Background Computational thinking (CT) has become a crucial skill for individuals in the 21st century, and while more educators are starting to recognize the importance of CT education, there is still a lack of research on how to teach young children CT, particularly outside of traditional school settings. Objectives To fill the gap in knowledge, we aimed to investigate the effectiveness of a web‐based parent education program on improving children's CT skills. Additionally, we sought to determine if children's age, gender and family socioeconomic status had any impact on the development of CT skills. Methods We selected 86 adult–child pairs in the K3 age group to participate in a 4‐week intervention program using a quasi‐experimental approach. Results After 4 weeks, children in the intervention group had improved their CT skills more than their peers in the control group. This shows that the intervention was successful in enhancing children's CT skills. Age had a moderating effect on CT enhancement, with older children showing a more significant improvement than younger children. However, children's gender and family socioeconomic status did not have any moderating effects. Conclusions These results demonstrate that CT education can be effectively implemented in the home setting through web‐mediated parent education. Encouraging the use of unplugged CT activities at home can aid children in acquiring CT skills.
The knowledge and capacity to use digital technologies to access information, investigate ideas, connect with others, and create innovative solutions are among the digital literacy practices that p...
Artificial intelligence (AI) tools are increasingly being used in the field of early childhood education (ECE) to enhance learning and development among young children. Previous proof-of-concept studies have demonstrated that AI can effectively improve teaching and learning in ECE; however, there is a scarcity of knowledge about how these studies are conducted and how AI is used across these studies. We conducted this scoping review to evaluate, synthesize and display the latest literature on AI in ECE. This review analyzed 17 eligible studies conducted in different countries from 1995 to 2021. Although few studies on this critical issue have been found, the existing references provide up-to-date insights into different aspects (knowledge, tools, activities, and impacts) of AI for children. Most studies have shown that AI has significantly improved children's concepts regarding AI, machine learning, computer science, and robotics and other skills such as creativity, emotion control, collaborative inquiry, literacy skills, and computational thinking. Future directions are also discussed for researching AI in ECE.
Background The technological age of the twenty-first century has witnessed an upsurge in the demand for STEM education. Early childhood STEM learning and teaching has sparked attention among researchers.Purpose This study aims to provide a holistic review of current STEM research in Early Childhood Education (ECE).Sample We conducted a bibliometric analysis of 129 articles on early STEM education published in educational journals via Web of Science.Design and methods This study used VOSviewer to analyze and conduct a bibliometric analysis. Statistical analyses on publications included annual trends, grants, journals, publishers, research topic, publishing source, institutions, keywords, categories and classification, and researchers.Results The review found that (1) The majority of early childhood STEM research was conducted in developed countries such as the United States, Turkey, and Australia. (2) Key STEM literature in ECE studies tended to fall into major clusters such as STEM education, Robotics, and Mindstorms. (3) STEM in ECE studies were frequently associated with psychology in ECE.Conclusion The findings suggest a need for more multidisciplinary and cross-disciplinary studies on STEM research in ECE and advocate for the inclusion of the STEM research in ECE from broader geographical contexts.
Abstract The proliferation of screen‐free programmable robotics allows teachers to implement age‐appropriate integrated activities that can promote child learning and development. However, very scarce is known about the challenges of using programmable robots as a tool to empower children in minority communities. This mixed‐methods case study examined a Free Quality Kindergarten situated in a low‐income public housing estate in Hong Kong to explore the affordances and challenges of robot programming (RP) in early childhood education (ECE). Both quantitative and qualitative data were generated through videotaped observations, child assessments and teacher interviews to journey with the teaching team as they managed to implement the newly introduced RP curriculum. Child assessment evidence revealed that there was a statistically significant improvement in CT scores over 6 weeks of RP activities, while the pretest–posttest change of child self‐regulation scores was nonsignificant. Video analysis results further revealed that children's interaction level with the robot kit significantly predicted the change of self‐regulation over time. Qualitative results are presented to explicate the micro, meso and macro conditions that constrain the implementation of RP curriculum, including the following: (a) teachers' limited TPACK in RP education, (b) a disconnect between the RP curriculum and the school‐based curriculum, (c) limited resources and (d) the Confucian tradition and cultural barriers. These illustrate the intricacies involved in the implementation of RP education to empower marginalized children in under‐resourced ECE settings. This study will help bring systemic change to the ECE field by uncovering ecological difficulties in integrating new technologies to promote inclusiveness and sustainability for the future. Practitioner notes What is already known about this topic Screen‐free robot programming (RP) is beneficial for preschool children in terms of promoting their computational thinking (CT) and executive functioning. RP can be generally engaging for preschool children from a middle‐class background. What this paper adds The study is addressing the inclusiveness and sustainability according to the learning needs of kindergarten students, especially those from less privileged backgrounds. The story‐based approach to RP can cater to the learning needs and interests of children from a lower socio‐economic background, which is likely to enhance their CT skills. Children with a higher level of interaction with the robot kit benefited more from the RP activities in terms of self‐regulation skills. This study used multiple methods (ie, video analysis, teacher interview and child assessment) to reveal the effects of micro , meso and macro contexts on RP education in an under‐resourced Hong Kong kindergarten. Implications for practice and/or policy RP education should be cautiously prompted in diverse early childhood settings, especially the less privileged institutions, to enhance positive effects. Critical constraints on the use of programmable robots to empower marginalized children should be adequately addressed when trying to integrate RP into early childhood education. Teachers should receive training and continual support in RP‐related pedagogical strategies to facilitate and scaffold children's learning.
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