Fostering Computational Thinking and Creativity in Early Childhood Education

2022 ◽  
pp. 21-45
Author(s):  
Katerina V. Glezou
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Classroom Practice ◽  
Learning Experience ◽  
Computational Thinking ◽  
Future Research ◽  
Programming Environments ◽  
Childhood Education ◽  
Future Research Directions ◽  
Key Aspects

This chapter focuses on the design and implementation of coding, programming, and robotics activities in real-world classroom conditions in early childhood education that foster computational thinking and creativity. The study extends the author's experience in designing learning environments through experimentation, exploration, expression, construction, meaning negotiation, and collaboration. The author tries to gain further insight into the potential of implementing unplugged activities, robotics systems, and programming environments in the context of multi-disciplinary, hands-on activities. Using a variety of tools, strategies, and methods as well as qualitative approaches employed in case studies of classroom practice during Afternoon Robotics Club courses, the findings highlight the overall process indicating some special features that contribute to or cause difficulty in the formation of an effective learning experience. Special issues of interest, key aspects, solutions, and recommendations, as well as future research directions, are discussed.

Fostering Computational Thinking and Creativity in Early Childhood Education

2020 ◽  
pp. 324-347 ◽  
Author(s):  
Katerina V. Glezou
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Classroom Practice ◽  
Learning Experience ◽  
Computational Thinking ◽  
Future Research ◽  
Programming Environments ◽  
Childhood Education ◽  
Future Research Directions ◽  
Key Aspects

This chapter focuses on the design and implementation of coding, programming, and robotics activities in real-world classroom conditions in early childhood education that foster computational thinking and creativity. The study extends the author's experience in designing learning environments through experimentation, exploration, expression, construction, meaning negotiation, and collaboration. The author tries to gain further insight into the potential of implementing unplugged activities, robotics systems, and programming environments in the context of multi-disciplinary, hands-on activities. Using a variety of tools, strategies, and methods as well as qualitative approaches employed in case studies of classroom practice during Afternoon Robotics Club courses, the findings highlight the overall process indicating some special features that contribute to or cause difficulty in the formation of an effective learning experience. Special issues of interest, key aspects, solutions, and recommendations, as well as future research directions, are discussed.

scholarly journals Análisis observacional del desarrollo del pensamiento computacional en Educación Infantil-3 años mediante una propuesta de resolución de problemas con un robot de suelo de direccionalidad programada

2021 ◽  
Vol 21 (68) ◽  
Author(s):  
Marta Terroba ◽  
Juan Miguel Ribera ◽  
Daniel Lapresa Ajamil ◽  
M. Teresa Anguera
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Spatial Organization ◽  
Computational Thinking ◽  
Observer Agreement ◽  
Childhood Education ◽  
Self Evaluation ◽  
Mathematical Problems ◽  
Generalizability Analysis ◽  
Key Aspects

Se presenta una secuencia de problemas de dificultad creciente para desarrollar el pensamiento computacional en el primer nivel del segundo ciclo de Educación Infantil -3 años- mediante un robot de suelo de direccionalidad programada. En el seno de la metodología observacional se ha conseguido caracterizar la capacidad de pensamiento computacional de los escolares de Educación Infantil-3años, en los diferentes problemas que conforman la propuesta de intervención diseñada. La fiabilidad de los datos, en forma de concordancia inter-observadores, ha sido garantizada mediante el coeficiente Kappa. Un análisis de generalizabilidad avala el muestreo observacional realizado. El desarrollo de las capacidades de organización espacial y autoevaluación del alumno, así como la intervención de la maestra, se han relevado como aspectos claves en la resolución de problemas matemáticos por medio del pensamiento computacional en Educación Infantil-3años. A sequence of problems of increasing difficulty is presented to develop computational thinking in the first level of the second cycle of Early Childhood Education -3 years- by means of a programmed directionality ground robot. With the use the observational methodology, it has been possible to characterize the computational thinking capacity of Early Childhood Education -3 years old- schoolchildren, in the different problems that make up the intervention proposal designed. The reliability of the data has been guaranteed, in the form of inter-observer agreement, by means of the Cohen's Kappa coefficient. A generalizability analysis supports the observational sampling carried out. The development of the capacities of spatial organization and self-evaluation of the student, as well as the intervention of the teacher, have been revealed as key aspects in the resolution of mathematical problems through computational thinking in Early Childhood Education -3 years old-.

scholarly journals Konsep Pendidikan Anak Usia Dini Berdasarkan Al-qur’an

el-Tarbawi ◽  
2020 ◽  
Vol 13 (2) ◽  
pp. 193-120
Author(s):  
Nir wana ◽  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Future Research ◽  
Literature Study ◽  
Modern Life ◽  
Childhood Education ◽  
Islamic Perspective ◽  
Important Stage

Early childhood education is an important stage to be prepared carefully and conceptually. The verses in the Koran can be used as a guide in providing the values of early childhood education in an Islamic way to face modern life today. This study aims to discuss early childhood education in the Koran, stages of early childhood education in the Koran, Surah Luqman, and the concept of early childhood education in the Koran, Surah Lukman. This research uses the literature study method. This study found that early childhood education has beneficial roles in life. This study also found seven stages of educating early childhood and six concepts of early childhood education in the Koran, Surat Luqman. A researcher hopes that this research can be useful for future research in the field of early childhood education from an Islamic perspective.

scholarly journals Distance Teaching-Learning Experience in Early Childhood Education Teachers During the Coronavirus Pandemic

2020 ◽  
Vol 6 (1) ◽  
pp. 269-274
Author(s):  
Wilfredo Carcausto ◽  
Juan Morales ◽  
María Patricia Cucho-Leyva ◽  
Noel Alcas-Zapata ◽  
Mirella Patricia Villena-Guerrero
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Experience ◽  
Distance Teaching ◽  
Childhood Education ◽  
Teaching Learning

From Computational Thinking to Computational Doing

2021 ◽  
pp. 1-20
Author(s):  
Marina Umaschi Bers
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
21St Century ◽  
Computer Programming ◽  
Computational Thinking ◽  
Future Generations ◽  
Broad Definition ◽  
Childhood Education ◽  
Computational Literacy

Computer programming is becoming an essential skill in the 21st century, and in order to best prepare future generations, the promotion of computational thinking and literacy must begin in early childhood education. Computational thinking can be defined in many ways. The broad definition offered in this chapter is that computational thinking practices refer to techniques applied by humans to express themselves by designing and constructing computation. This chapter claims that one of the fundamental ways in which computational thinking can be supported and augmented is by providing children with opportunities to code and to create their own interactive computational media. Thus, computational literacy will allow children to become producers and not only consumers of digital artifacts and systems.

Why Teach Coding to Early Elementary Learners

2021 ◽  
pp. 21-40
Author(s):  
Claudia M. Mihm
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Computer Science ◽  
Computational Thinking ◽  
Early Elementary ◽  
Childhood Education ◽  
The Core ◽  
Core Concepts ◽  
Way Of Thinking

As coding and computer science become established domains in K-2 education, researchers and educators understand that children are learning more than skills when they learn to code – they are learning a new way of thinking and organizing thought. While these new skills are beneficial to future programming tasks, they also support the development of other crucial skills in early childhood education. This chapter explores the ways that coding supports computational thinking in young children and connects the core concepts of computational thinking to the broader K-2 context.

Review: Constructivism in the Classroom

1991 ◽  
Vol 22 (5) ◽  
pp. 422-428
Author(s):  
John Clement
Keyword(s):  
Early Childhood ◽  
Education Research ◽  
Mathematics Education ◽  
Early Childhood Education ◽  
International Congress ◽  
Future Research ◽  
Mathematical Education ◽  
Early Childhood Mathematics ◽  
Research And Practice ◽  
Childhood Education

The International Congress on Mathematical Education, which convenes every four years to discuss issues in mathematics education research and practice, last met in 1988. This book is the product of the subgroup on early childhood education within the Congress, which took as its charge “to identify the issues, problems, and opportunities presented by constructivism for mathematics education in early childhood and to make recommendations for the work in this area over the next four years.” Thus the book not only contains reports on previous research, but also recommendations for future research and practice in early childhood mathematics education.

scholarly journals Muslim Women’s Roles in Early Childhood Education

2019 ◽  
Vol 13 (2) ◽  
pp. 264-280
Author(s):  
Munirah Munirah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Development ◽  
Muslim Women ◽  
Childhood Development ◽  
Future Research ◽  
Dual Function ◽  
Childhood Education ◽  
Role Of Women

The role of Muslim women in early childhood education is very urgent in education because women are the first source of knowledge for children. There are many supporting and inhibiting factors for the role of Muslim women executors. This study aims to find the role of female educators in Islam as a dual function that functions as a teacher, parent, and community member. The research method uses qualitative with a phenomenological approach. The findings show the role of Muslim women is not ideal, including the role of women as educators in schools, parents, and education experts. Women's awareness of  early childhood education is still very low. Suggestions for future research to dig deeper into the causes of the role of women is still low, and influence government policy in increasing the role of Muslim women or non-Muslim women. Keywords: Role of Muslim Women, Early Childhood Education References: Britto, P. R., Lye, S. J., Proulx, K., Yousafzai, A. K., Matthews, S. G., Vaivada, T., … Bhutta, Z. A. (2017). Nurturing care: promoting early childhood development. The Lancet, 389(10064), 91–102. https://doi.org/10.1016/S0140-6736(16)31390-3 Edy, E., Ch, M., Sumantri, M. S., & Yetti, E. (2018). Pengaruh keterlibatan orang-tua dan pola asuh terhadap disiplin anak. Jurnal Pendidikan Usia Dini, 12(1). https://doi.org///doi.org/10.21009/jpud.122.03 Fauzia, S. N. (2017). Perilaku keagamaan Islam pada anak usia dini. Jurnal Pendidikan Usia Dini, 11(2). https://doi.org/://doi.org/10.21009/jpud.092.07 Frejka, T., Goldscheider, F., & Lappegård, T. (2018). The two-part gender revolution, women’s second shift and changing cohort fertility. Comparative Population Studies, 43, 99–130. https://doi.org/10.12765/CPoS-2018-09en Islamiyati, I. (2018). Hubungan kerjasama orang tua dengan perkembangan anak usia dini di kelompok bermain. Jurnal Pendidikan Usia Dini, 12(1). https://doi.org/://doi.org/10.21009//jpud.121.06 Jamhari, I. R. (2003). Citra Perempuan dalam Islam. Jakarta: Gramedia Pustaka Utama. Jum’ah, A. (2006). ). Sayyidinā Muhammad Rasulillah ila al-‘Alamin. Cairo: Dār al-Farouk. Kementrian Pendidikan dan Kebudayaan. (2013). Petunjuk Teknis Penyelenggaraan Pendidikan Anak Usia Dini. Jakarta: Direktorat Pembinaan Pendidikan Anak Usia Dini. Khan, M. Z. (2003). Woman in Islam and Her Role in Human Development. In The Muslim World. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1478-1913.1914.tb01384.x/abstract Kohli, R., Lin, Y. C., Ha, N., Jose, A., & Shini, C. (2019). A way of being: Women of color educators and their ongoing commitments to critical consciousness. Teaching and Teacher Education, 82, 24–32. https://doi.org/10.1016/j.tate.2019.03.005 Mansur. (2009). Pendidikan Anak Usia Dini dalam Islam. Jakarta: Pustaka Pelajar. Masnipal. (2013). Siap Menjadi Guru dan Pengelola PAUD Professional. Jakarta: PT Elex Media Komputindo. Megawangi, R. (1996). Perkembangan Teori Feminisme Masa Kini dan Mendatang serta Kaitannya dengan Pemikiran Keislaman, dalam Man-sur Fakih, et. al. Membincang Feminisme: Diskur-sus Gender Persfektif Islam. Jakarta: Risalah Gusti. Miles, M. B., & Huberman, A. M. (1984). Qualitative Data Analysis. London: Sage Publication. Moeslichatoen. (2004). Metode Pengajaran di Taman Kanak-kanak. Jakarta: PT Rineka Cipta. Shihab, M. Q. (2001). Tafsîr al-Mishbâh. Jakarta: Lentera Hati. Siregar, N. M. (2018). Peningkatan kecerdasan interpersonal melalui aktivitas fisik anak usia 4-5 tahun. Jurnal Pendidikan Usia Dini, 12(2). https://doi.org/://doi.org/10.21009/jpud.122.10 Sujiono, Y. N. (2012). Konsep Dasar Pendidikan Anak Usia Dini. Jakarta: PT Indeks. Sumantri, M., & Syaodih, N. (2006). Perkembangan Peserta Didik. Jakarta: Universitas Terbuka. Suryana, D. (2014). Dasar-dasar Pendidikan TK. Jakarta: Universitas Terbuka. Suyadi. (2011). Pegangan Bimbingan Konseling untuk PAUD. Yogyakarta: Diva Press. Tafsir, A. (n.d.). Pendidikan Agama dalam Keluarga. Bandung: PT Remaja Rosdakarya. Yamin, M., & Sanan, J. S. (2010). Panduan Pendidikan Anak Usia Dini (PAUD). Jakarta: Gaung Persada (GP) Press. Yusmawati, & Lubis, J. (2019). The Implementation of Curriculum by Using Motion Pattern. Jurnal Pendidikan Usia Dini. https://doi.org/DOI:https://doi.org/10.21009/10.21009/JPUD.131.14

scholarly journals Mentoring: A Strategy to Support Novice Early Childhood Educators

2016 ◽  
Vol 38 (2) ◽  
pp. 21-24 ◽  
Author(s):  
Laura K. Doan
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Literature Review ◽  
Early Childhood Educators ◽  
Mentoring Programs ◽  
Future Research ◽  
Formal Mentoring ◽  
Culture Of Learning ◽  
Childhood Education

The mentoring needs of novice early childhood educators are identified within the British Columbian context, where graduates do not receive formal mentoring. Following a description of the problem, a literature review is provided on the following themes: how mentoring facilitates a culture of learning; characteristics of successful mentors; and the mentoring process. Examples are drawn from mentoring programs in New Zealand and Worcester, England. Leadership implications are discussed with an emphasis on future research on mentoring in early childhood education.

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