Early Childhood Corner: Collecting Data Outdoors: Making Connections to the Real World

1999 ◽  
Vol 6 (1) ◽  
pp. 8-12
Author(s):  
Carol G. Basile
Keyword(s):  
Early Childhood ◽  
Problem Solving ◽  
Young Children ◽  
Direct Observation ◽  
Real World ◽  
Natural World ◽  
Knowledge And Skills ◽  
Spatial Sense ◽  
The World ◽  
School Yard

The most enjoyable experiences that I have had with young children are those that occur outdoors. Taking children on walks in the woods, at our local park, or simply around the school yard can prompt many discoveries about the natural world. As we walk, children gain knowledge and skills by using their senses to collect information about the world around them. Traditionally, we think of providing these experiences as part of children's scientific learning. However, direct observation is also an important piece of mathematical learning that is essential for identifying patterns, promoting problem solving, and developing spatial sense and reasoning.

scholarly journals Perkembangan Anak ditinjau dari Teori Konstruktivisme

2014 ◽  
Vol 2 (1) ◽  
pp. 14
Author(s):  
Sunanik Sunanik
Keyword(s):  
Early Childhood ◽  
Problem Solving ◽  
Social Interactions ◽  
Lifelong Learning ◽  
Constructivist Theory ◽  
Complex Structures ◽  
Knowledge And Skills ◽  
Childhood Education ◽  
Purpose Of Education ◽  
The World

Education can be viewed as a lifelong learning process which is planned and organized. Constructivist theory states that every person develop through a series of levels that must be taken, but childhood can help students to prepare and get new understanding through activities and social interactions. This method gives the teachers views about learning readiness. Once they understand how a kid knows the world, so they can plan the experience in order to deepen and strengthen their knowledge. Children who learn are not only imitated or reflected with the taught or what he read, but also to create understanding. When children interact with their environment, they build schemes variety, arrangements or patterns. This is the basis for more complex structures in the development of the mental activity. the implications of the theory of constructivism in early childhood education are as follows: (1) the purpose of education according to the theory of constructivism learning is to produce individuals or children who have ability to think or solve any problems, (2) curriculum is designed in a situation that enabling knowledge and skills can be constructed by learners. In addition, training is often done through a problem solving group to analyze problems in their life, and (3) the learners are always expected to be active and can find a way of learning better

scholarly journals Tactile cortical responses and association with tactile reactivity in young children on the autism spectrum

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Svenja Espenhahn ◽  
Kate J. Godfrey ◽  
Sakshi Kaur ◽  
Maia Ross ◽  
Niloy Nath ◽  
...  
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Evoked Potentials ◽  
Real World ◽  
Somatosensory Evoked Potentials ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Childhood Autism ◽  
Verbal Abilities ◽  
Early Childhood Autism

Abstract Background Unusual behavioral reactions to sensory stimuli are frequently reported in individuals on the autism spectrum (AS). Despite the early emergence of sensory features (< age 3) and their potential impact on development and quality of life, little is known about the neural mechanisms underlying sensory reactivity in early childhood autism. Methods Here, we used electroencephalography (EEG) to investigate tactile cortical processing in young children aged 3–6 years with autism and in neurotypical (NT) children. Scalp EEG was recorded from 33 children with autism, including those with low cognitive and/or verbal abilities, and 45 age- and sex-matched NT children during passive tactile fingertip stimulation. We compared properties of early and later somatosensory-evoked potentials (SEPs) and their adaptation with repetitive stimulation between autistic and NT children and assessed whether these neural measures are linked to “real-world” parent-reported tactile reactivity. Results As expected, we found elevated tactile reactivity in children on the autism spectrum. Our findings indicated no differences in amplitude or latency of early and mid-latency somatosensory-evoked potentials (P50, N80, P100), nor adaptation between autistic and NT children. However, latency of later processing of tactile information (N140) was shorter in young children with autism compared to NT children, suggesting faster processing speed in young autistic children. Further, correlational analyses and exploratory analyses using tactile reactivity as a grouping variable found that enhanced early neural responses were associated with greater tactile reactivity in autism. Limitations The relatively small sample size and the inclusion of a broad range of autistic children (e.g., with low cognitive and/or verbal abilities) may have limited our power to detect subtle group differences and associations. Hence, replications are needed to verify these results. Conclusions Our findings suggest that electrophysiological somatosensory cortex processing measures may be indices of “real-world” tactile reactivity in early childhood autism. Together, these findings advance our understanding of the neurophysiological mechanisms underlying tactile reactivity in early childhood autism and, in the clinical context, may have therapeutic implications.

Developing a Web Application for the Integration of Real-World, Scientific, Problem-Solving into the Secondary Classroom

2013 ◽  
pp. 422-432
Author(s):  
Susan E. Gill ◽  
Nanette I. Marcum-Dietrich ◽  
John Fraser
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Web Application ◽  
Physical World ◽  
Scientific Problem Solving ◽  
Secondary Classroom ◽  
The World ◽  
Interdisciplinary Framework ◽  
K 12

In the 21st century, digital natives, born into a world of omnipresent technology, spend much of their lives online. However, many teachers still see the use of educational technologies as a challenge (e.g., Ertmer, 2005; Li, 2007). The authors propose that the familiarity and ubiquity of these media offer a valuable way to engage students in meaningful learning. In the last decade, the National Science Foundation has invested heavily in bringing technology into the K-12 classroom by funding an array of cyberlearning applications to investigate how they can transform student learning. Model My Watershed is one of those experimental platforms that integrates online learning with an understanding of the physical world within an interdisciplinary framework. This case study documents the development of this application from concept through implementation and beyond. It provides insights into the challenges of application design and deployment for those entering the world of cyberlearning design.

Using Technology in the World of Play

2011 ◽  
pp. 130-145
Author(s):  
Laura Baylot Casey ◽  
Kay C. Reeves ◽  
Elisabeth C. Conner
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Young Children ◽  
Technology Use ◽  
Leisure Time ◽  
Technological Advances ◽  
The World ◽  
History Of ◽  
Natural Combination

Child development experts have been raising alarms about the increasingly didactic and test-driven path of early childhood education as many programs eliminate play from their schedules. This limits the potential of technology use in play which is a natural combination for young children as play technologies become globally accepted as leisure time and learning activities. Play and technology both have their unique place in society and are often thought of as two separate entities. However, in today’s technology driven world, the separateness of the two is no longer as apparent as the two are beginning to blend. This blend is exciting but leaves educators with questions. Specifically, questions related to the following: (a) How do educators ensure that the child is challenged in every developmental domain and (b) How do educators create and facilitate opportunities for exposure to the traditional stages of play while also making sure that the child stays abreast of the latest and greatest technological advances? This chapter begins with the history of play and walks the reader to the issues educators are facing when technology and play merge.

Digital Nature Explorations

2021 ◽  
pp. 227-246
Author(s):  
Donna Karno ◽  
Leigh Ann Fish
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
International Society ◽  
Natural World ◽  
Interactive Technology ◽  
Technology In Education ◽  
Outdoor Learning ◽  
Nature Education ◽  
Early Learners ◽  
Digital Nature

This chapter provides guidance on integrating interactive technology with nature-based curriculum and outdoor learning in early childhood classrooms in ways that offer unique opportunities for children to explore and learn. Through what is referred to as “Digital Nature Explorations,” young children develop the foundations identified in the International Society for Technology in Education for Students standards and the Nature Education Guidelines as early learners utilize digital tools that open new possibilities in their understanding of the natural world.

scholarly journals The best game in the world: Exploring young children’s digital game–related meaning-making via design activity

2019 ◽  
Vol 9 (4) ◽  
pp. 275-289 ◽  
Author(s):  
Pekka Mertala ◽  
Mikko Meriläinen
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Meaning Making ◽  
Digital Games ◽  
Design Activity ◽  
Male Character ◽  
Childhood Education ◽  
Drawing Task ◽  
The World ◽  
Research Questions

Although digital games have become a constituent part of young children’s lives, not enough is known about the kinds of meanings children give to games and gaming. This qualitative study contributes to resolving this need by engaging 26 5- to 7-year-old Finnish preschoolers in an open-ended drawing task to answer the following research questions: What aspects of digital games appear meaningful for young children when they act as game designers? Why are these aspects meaningful for young children? The findings suggest that children are not mere passive consumers of digital games but are agentic meaning-makers who are capable of critically evaluating digital games when a safe and supportive space and the appropriate medium are provided. The children refined, modified, and personalized existing influential games by replacing the leading male character with a female one or by having a player operate as the antagonist instead of the hero. The findings suggest that there are vast unexplored dimensions for scholars to engage with in young children’s gaming cultures, children’s perceptions of game content, early game literacy, as well as children’s meaning-making in games. Implications for pedagogy of early childhood education are discussed.

Agency and Expanding Capabilities in Early Grade Classrooms: What it Could Mean for Young Children

2014 ◽  
Vol 84 (2) ◽  
pp. 217-241 ◽  
Author(s):  
Jennifer Keys Adair
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Educational Experiences ◽  
Early Learning ◽  
Elementary Grades ◽  
Student Agency ◽  
Knowledge And Skills ◽  
Economic Theories ◽  
Childhood Education ◽  
Early Grade

In this essay, Jennifer Keys Adair aims to clarify the concept of agency as a tool for improving the educational experiences of young children in the early grades. She conceptualizes agency in the context of schooling as the ability to influence what and how something is learned in order to expand capabilities, drawing on economic theories of human development, agency, and capability as they might be applied to early learning in schools. An understanding of early childhood education aimed at expanding children's capabilities stands in contrast to the currently prevalent emphasis on preparing children for the knowledge and skills tested in elementary grades. Through her classroom-based examples of student agency and her call to bring cultural and varied perspectives into the discussion, Adair hopes to encourage dynamic, agentic learning experiences for all children, not just those of privilege.

scholarly journals Embodiment and the Philosophy of Mind

1998 ◽  
Vol 43 ◽  
pp. 35-51 ◽  
Author(s):  
Andy Clark
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Philosophy Of Mind ◽  
Local Environment ◽  
Inner Model ◽  
The World ◽  
Cognitive Scientist ◽  
Biological Problem ◽  
The Mind

Cognitive science is in some sense the science of the mind. But an increasingly influential theme, in recent years, has been the role of the physical body, and of the local environment, in promoting adaptive success. No right-minded cognitive scientist, to be sure, ever claimed that body and world were completely irrelevant to the understanding of mind. But there was, nonetheless, an unmistakeable tendency to marginalize such factors: to dwell on inner complexity whilst simplifying or ignoring the complex inner-outer interplays that characterize the bulk of basic biological problem-solving. This tendency was expressed in, for example, the development of planning algorithms that treated real-world action as merely a way of implementing solutions arrived at by pure cognition (more recent work, by contrast, allows such actions to play important computational and problem-solving roles). It also surfaced in David Marr's depiction of the task of vision as the construction of a detailed threedimensional image of the visual scene. For possession of such a rich inner model effectively allows the system to ‘throw away’ the world and to focus subsequent computational activity on the inner model alone.

Crowdfunding Campaign As a Design-Based Pedagogical Approach for Experiential Learning of Technology Entrepreneurship

2018 ◽  
Author(s):  
Jianxi Luo ◽  
Kin Leong Pey ◽  
Kristin Wood
Keyword(s):  
Experiential Learning ◽  
Real World ◽  
Resource Constraints ◽  
Technology Entrepreneurship ◽  
Pedagogical Approach ◽  
Knowledge And Skills ◽  
University Of Technology ◽  
The World ◽  
Academic Courses ◽  
Quality Learning

Engineers are increasingly expected to master the knowledge and skills for entrepreneurship. Academic courses on entrepreneurship have been adopted in engineering schools around the world. However, the experiential learning of technology entrepreneurship remains challenging because it requires not only the experiences of ideation, design and prototyping in classrooms and fab labs but also broader engagement with users, manufacturers, marketers, and investors in business contexts. To conquer this challenge, we developed an approach to use an online crowdfunding campaign as a pedagogical approach to intensify the experiential learning of students in a technology entrepreneurship course. This approach, as part of a course module, provides a real-world context of uncertainty and resource constraints that characterize the entrepreneurship process, and it allows university students to discover and interact with actual users, investors, manufacturers and other stakeholders of their products around the world. We experimented with the use of a crowdfunding campaign as a pedagogical approach for experiential learning in the Entrepreneurship course at Singapore University of Technology and Design (SUTD). We found evidence of increased prototyping quality; learning intensity; empathy toward users, manufacturers, marketers and other stakeholders; and an increased interest in pursuing an entrepreneurial career.

Building Epistemic Awareness in the Early Childhood Classroom

2010 ◽  
pp. 177-216
Author(s):  
Denise L. Winsor ◽  
Sally Blake
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Preschool Education ◽  
Early Childhood Classroom ◽  
Academic Environments ◽  
Childhood Education ◽  
New Approaches ◽  
The World ◽  
New Thinking

It is evident from the information in the previous chapters in this book that there is much to be learned about how technology fits into the world of early childhood education (ECE). This chapter discusses some exciting new thinking about epistemology and how children and teachers learn and how this could relate to technology and all learning with young children and their teachers. The new understanding of preschool education potential demands new approaches to these vital years of schooling if we are to prepare our children to succeed in the increasingly demanding academic environments.

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