TechCheck

2021 ◽  
pp. 250-264
Author(s):  
Emily Relkin
Keyword(s):  
Young Children ◽  
Psychometric Properties ◽  
Prior Knowledge ◽  
Developmentally Appropriate ◽  
Computational Thinking ◽  
Control Structures ◽  
Development And Validation

This chapter describes the development and validation of TechCheck, a novel instrument for rapidly assessing computational thinking (CT) skills in 5-9 years old children. TechCheck assessments can be administered in classroom or online settings regardless of whether students have prior knowledge of coding. This assessment probes six domains of CT described by Bers (2018) as developmentally appropriate for young children including algorithms, modularity, control structures, representation, hardware/software, and debugging. TechCheck demonstrates good psychometric properties and can readily distinguish among young children with different CT abilities.

Computational Thinking and Young Children

2019 ◽  
pp. 877-891
Author(s):  
Amanda Sullivan ◽  
Marina Umaschi Bers
Keyword(s):  
Young Children ◽  
User Interfaces ◽  
Developmentally Appropriate ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Graphical Language ◽  
Interpersonal Behaviors ◽  
Potential Benefits ◽  
Tablet Device ◽  
Learning Programming

Over the past few years, new approaches to introducing young children to computational thinking have grown in popularity. This chapter examines the role that user interfaces have on children's mastery of computational thinking concepts, programming ability, and positive interpersonal behaviors. It presents two technologies designed specifically for young children: the KIBO robotics kit and the ScratchJr programming application, both of which focus on teaching young children introductory computational thinking skills in a cognitively and socio-emotionally developmentally appropriate way. The KIBO robotics kit engages children in learning programming by using tangible wooden blocks (no screens or keyboards required). ScratchJr also teaches foundational programming, but using a graphical language on a tablet device. This chapter presents examples of how each tool can be used in classroom settings and the potential benefits and drawbacks of each interface style. Suggestions for implementing each technology in a developmentally appropriate way are presented.

Computational Thinking and Young Children

2018 ◽  
pp. 123-137 ◽  
Author(s):  
Amanda Sullivan ◽  
Marina Umaschi Bers
Keyword(s):  
Young Children ◽  
User Interfaces ◽  
Developmentally Appropriate ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Graphical Language ◽  
Interpersonal Behaviors ◽  
Potential Benefits ◽  
Tablet Device ◽  
Learning Programming

Over the past few years, new approaches to introducing young children to computational thinking have grown in popularity. This chapter examines the role that user interfaces have on children's mastery of computational thinking concepts, programming ability, and positive interpersonal behaviors. It presents two technologies designed specifically for young children: the KIBO robotics kit and the ScratchJr programming application, both of which focus on teaching young children introductory computational thinking skills in a cognitively and socio-emotionally developmentally appropriate way. The KIBO robotics kit engages children in learning programming by using tangible wooden blocks (no screens or keyboards required). ScratchJr also teaches foundational programming, but using a graphical language on a tablet device. This chapter presents examples of how each tool can be used in classroom settings and the potential benefits and drawbacks of each interface style. Suggestions for implementing each technology in a developmentally appropriate way are presented.

scholarly journals Development and Validation of a Faith Scale for Young Children

Religions ◽  
2021 ◽  
Vol 12 (3) ◽  
pp. 197
Author(s):  
Sungwon Kim
Keyword(s):  
Factor Analysis ◽  
Early Childhood ◽  
Statistical Analysis ◽  
Pilot Study ◽  
Young Children ◽  
Christian Education ◽  
Faith Development ◽  
Education Programs ◽  
Confirmatory Factor ◽  
Development And Validation

The purpose of this study is to develop and validate a faith scale for young children. Data were collected from 424 young children, who had not yet entered elementary school, with their parents rating their faith level. Sixty-five preliminary questions were formulated under three domains―knowing, loving, and living—that were based on existing studies related to faith. The questions were reduced to 40 through a content validity test conducted by a seven-member panel. These questions were subsequently refined through pilot study, main survey, and statistical analysis. After exploratory and confirmatory factor analysis, the scale was finalized, comprising 25 questions that can be categorized into three factors: confessional faith life, missional life, and distinctive life. This scale is expected to measure early childhood faith and prove the effectiveness of Christian education programs on a young child’s faith development.

scholarly journals Coding as Literacy in Preschool: A Case Study

2021 ◽  
Vol 11 (5) ◽  
pp. 198
Author(s):  
Ana Francisca Monteiro ◽  
Maribel Miranda-Pinto ◽  
António José Osório
Keyword(s):  
Elementary Education ◽  
Developmentally Appropriate ◽  
Computational Thinking ◽  
School Subject ◽  
New Literacy ◽  
Computational Approaches ◽  
Knowledge Domains ◽  
And Robotics ◽  
Initial Framework

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.

scholarly journals Development and Validation of Learning Style Scale for E-Learners

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110223
Author(s):  
Nabia Luqman Siddiquei ◽  
Ruhi Khalid
Keyword(s):  
Factor Analysis ◽  
Learning Styles ◽  
Psychometric Properties ◽  
Learning Style ◽  
Structural Equation ◽  
Sampling Technique ◽  
Equation Modeling ◽  
Scale Scores ◽  
Significant Addition ◽  
Development And Validation

The present study aimed to develop an indigenous measure of learning styles for e-learners in Pakistan and to establish its psychometric properties. The objectives of the study were attained via three studies. First, the items for the development of the Learning Style Scale for e-Learners (e-LSS) were generated empirically based on a 5-point Likert-type scale. In Study I, the internal consistency and dimensionality of the measure were determined by sampling 360 e-learners aged from 20 to 40 years through a convenient sampling technique, whereas other demographic characteristics were kept in close consideration. For this purpose, exploratory factor analysis was utilized. In Study II of scale development, the factor structure that emerged in Study I was confirmed via confirmatory factor analysis using structural equation modeling. In Study III, the convergent and divergent validities of the newly constructed scale were established by correlating scores with preestablished scale scores that assess the similar construct (i.e., LSS) and with scores on the discriminant construct (i.e., Solving Problems Survey). The sample for this study consisted of 80 e-learners aged from 20 to 40 years. A total of 29 items were confirmed in the final scale with 8 distinctive factors (namely, visual, auditory, kinesthetic, global, analytical, individual, collaborative, and technological type) with sound psychometric properties. To conclude, the newly constructed scale was a significant addition to assess learning styles particularly of e-learners in the context of Pakistan.

scholarly journals PROFESSIONAL IDENTITY QUESTIONNAIRE FOR PSYCHOLOGICAL HELP PROVIDERS: DEVELOPMENT AND VALIDATION

2021 ◽  
Vol 7 ◽  
pp. 13-23
Author(s):  
Elīna Akmane ◽  
Kristīne Mārtinsone ◽  
Zane Krieķe ◽  
Viktorija Perepjolkina ◽  
Agnese Drunka ◽  
...  
Keyword(s):  
Focus Group ◽  
Professional Identity ◽  
Psychometric Properties ◽  
Social Workers ◽  
Group Discussion ◽  
Psychological Help ◽  
Second Phase ◽  
The Third ◽  
Third Phase ◽  
Development And Validation

The aim of this research was to develop multiscale questionnaire of professional identity (PI) and to test its psychometric properties. This research was conducted in 3 phases. During the first phase a scoping review, a focus group discussion, and a rapid literature review were conducted to identify the criteria of PI. Survey items were constructed and assessed in the second phase. The data were collected, and the psychometric properties were examined in the third phase. The survey was completed by 239 psychological help providers in Latvia (psychiatrists (n = 13), nurses (n = 37), psychotherapists (n = 8), art therapists (n = 45), psychologists (n = 55), psychotherapy specialists (n = 28) and social workers (n = 53)) aged between 22 and 80 years (M = 45.8; SD = 10.6) of which 95% women (n = 227) and 5% men (n = 12). As a result, 8 factors structure was confirmed (k = 38). Overall, it can be concluded that the survey examines a unified phenomenon, and the items are internally consistent on all scales (α = .715 - .873). The development of this questionnaire is an important step towards the research of PI.   

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