scholarly journals Smart Toys in Early Childhood and Primary Education: A Systematic Review of Technological and Educational Affordances

2021 ◽  
Vol 11 (18) ◽  
pp. 8653
Author(s):  
Vassilis Komis ◽  
Christofors Karachristos ◽  
Despina Mourta ◽  
Konstantina Sgoura ◽  
Anastasia Misirli ◽  
...  
Keyword(s):  
Systematic Review ◽  
Early Childhood ◽  
Problem Solving ◽  
Primary Education ◽  
Multiple Correspondence Analysis ◽  
Computational Thinking ◽  
Spatial Thinking ◽  
Special Sciences ◽  
Symbolic Thinking ◽  
Technological Affordances

The present paper presents a systematic review of the last 30 years that concerns records on Smart Toys and focuses on toys regarding early childhood and primary education children (3–12 years old). This paper aims to analyse and categorise smart toys (50 articles) in terms of their technological and educational affordances. The results show that the toys are designed based on four main technological affordances and their combinations. The educational affordances of smart toys are studied in terms of different use modes and their learning objectives aimed to identify specific objectives in different subjects and objectives based on transversal competencies such as problem solving, spatial thinking, computational thinking, collaboration and symbolic thinking. Finally, with the multiple correspondence analysis, the correlations between smart toys’ individual technological and educational affordances are grouped with the evolution of affordances related to their development date. In conclusion, in recent years, smart toys concern special sciences (programming) and some 21st-century skills (STEM and computational thinking). In contrast, in the first 20 years, the interest focused more on transverse skills, such as collaboration, emotional thinking, symbolic thinking, story-telling and problem solving.

Developing Computational Thinking Using Lego Education WeDo at 4th Grade of Primary Education

2021 ◽  
pp. 298-316
Author(s):  
Ana María Pinto-Llorente
Keyword(s):  
Problem Solving ◽  
Social Science ◽  
Primary Education ◽  
Creative Thinking ◽  
Computational Thinking ◽  
Semantic Differential ◽  
Structured Interview ◽  
Case Study Method ◽  
Positive Perspective

The research was carried out at the School Santísima Trinidad in the framework of robotics education and social science. The aims of the study were to determine participants' perceptions about the effectiveness of the experience to meet the learning objective, to construct and programme robotics models, and to help pupils to become familiar with computational concepts and practices. Based on these goals, it employed a case study method in which were involved a teacher and 52 students of the fourth grade of primary education. The instruments used to collect data were a questionnaire, a semantic differential, a semi-structured interview, and a monitoring guide. The findings suggested participants' positive perspective towards the project to achieve the objectives and contents of the unit; acquire the skills of critical thinking, creative thinking, problem solving; apply their knowledge to real-world problems; and become familiar with some mechanical movements and with a set of computational concepts.

Developing Computational Thinking Using Lego Education WeDo at 4th Grade of Primary Education

2022 ◽  
pp. 156-174
Author(s):  
Ana María Pinto-Llorente
Keyword(s):  
Problem Solving ◽  
Social Science ◽  
Primary Education ◽  
Creative Thinking ◽  
Computational Thinking ◽  
Semantic Differential ◽  
Structured Interview ◽  
Case Study Method ◽  
Positive Perspective

The research was carried out at the School Santísima Trinidad in the framework of robotics education and social science. The aims of the study were to determine participants' perceptions about the effectiveness of the experience to meet the learning objective, to construct and programme robotics models, and to help pupils to become familiar with computational concepts and practices. Based on these goals, it employed a case study method in which were involved a teacher and 52 students of the fourth grade of primary education. The instruments used to collect data were a questionnaire, a semantic differential, a semi-structured interview, and a monitoring guide. The findings suggested participants' positive perspective towards the project to achieve the objectives and contents of the unit; acquire the skills of critical thinking, creative thinking, problem solving; apply their knowledge to real-world problems; and become familiar with some mechanical movements and with a set of computational concepts.

scholarly journals Profil Kemampuan Matematika Anak Usia Dini Melalui Learning to Think Different

2017 ◽  
Vol 4 (2) ◽  
pp. 143
Author(s):  
Titin Faridatun Nisa' ◽  
Muhammad Busyro Karim
Keyword(s):  
Early Childhood ◽  
Problem Solving ◽  
Qualitative Approach ◽  
Math Skills ◽  
Problem Solving Skills ◽  
Average Ability ◽  
Math Ability ◽  
Average Group ◽  
Thinking Ability ◽  
Symbolic Thinking

This study aims to determine the profile of early childhood math skills in learning to think different. The type of this research is explorative research with qualitative approach. This research results will be analyzed by using qualitative analysis. The results showed that the profile picture of early childhood math ability in the group of children with below average ability had similarities with the average group in logical and symbolic thinking ability with the categories evolving as expected. As for the ability to think critically the same, that category began to grow. A group of children with below average skills has problem-solving skills with the category beginning to develop, while the group of children with average ability including the category evolves according to expectations.

scholarly journals Edukacyjne walory gry "Minecraft". Analiza narracji uczniów i edukatorów

2020 ◽  
Vol 48 (1) ◽  
pp. 110-121
Author(s):  
Dorota Zaworska-Nikoniuk
Keyword(s):  
Systematic Review ◽  
Social Skills ◽  
Primary Education ◽  
Video Game ◽  
Spatial Thinking

This paper shows the educational aspects of video game Minecraft in primary education. It is based on a systematic review and interviews conducted with fourteen players of the aforementioned game as well as an analysis of interviews with the creator of Young Programmer Academy and an educator of an IT class. The statements of users (players) and educators point to the potential uses of the game in learning and acquiring social skills. In the game, students create their own worlds, develop their imagination and spatial thinking, gain knowledge about the basics of technology, physics and chemistry, as well as enrich their knowledge about nature. Probably for those reasons the game is popular in Norwegian and Swedish schools, where units based on Minecraft are often incorporated by teachers into their lessons.

Algorithm design for young children

2021 ◽  
pp. 146394912110336
Author(s):  
Joohi Lee ◽  
Candace Joswick ◽  
Kathryn Pole ◽  
Robin Jocius
Keyword(s):  
Early Childhood ◽  
Problem Solving ◽  
Young Children ◽  
Algorithm Design ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Daily Activities ◽  
Logical Thinking ◽  
Digital Society ◽  
Present Algorithm

Algorithms are the essence of computational thinking, which refers to a set of problem-solving processes that help children become logical thinkers in this increasingly digital society. It is important for teachers of young children to carefully plan and implement algorithm design tasks that involve repeated step-by-step procedures to build strong foundational computational thinking skills. In this article, the authors present algorithm tasks, including following a recipe, creating a treasure map, modeling how to perform a task, and sharing a routine, which can be easily integrated in the daily activities in early childhood classrooms. Fostering young children’s aptitude for algorithm-specific thinking-and-doing processes creates a foundation for logical thinking.

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