View in EDS HTML Full Text PDF Full Text

High-quality strategies for supporting children's problem-solving skills: a study on coding toy activities in Norwegian ECECs.

Saved in:
Bibliographic Details
Title: High-quality strategies for supporting children's problem-solving skills: a study on coding toy activities in Norwegian ECECs.
Authors: Kamola, Monika1 monika.kamola@uis.no, Granone, Francesca1, Grøsvik, Kristin1, Reikerås, Elin1
Source: European Early Childhood Education Research Journal. Oct2024, Vol. 32 Issue 5, p814-833. 20p.
Subject Terms: *Early childhood education, *STEM education, *Early childhood teachers, *Data analysis, Social skills
Abstract: Recent studies have shown that playing with coding toys enhances children's skills in STEM- subjects, especially problem-solving abilities. However, there is limited knowledge of early childhood education and care (ECEC) teachers' roles in facilitating children's problem-solving through coding-toy play activities and the high-quality pedagogical strategies and approaches they utilize. This study explored how ECEC teachers formed and guided pedagogical practices and influenced learning quality through digital play. The data are based on video observations of five teachers and six groups of children aged 3–5 years (three to four children per group), who each played with a coding toy for 30–60 min. Drawing on the sustained shared thinking theory, this study analyzed how teachers supported children's problem-solving processes. The results reveal that the teachers employed several pedagogical strategies and approaches, including those for nurturing children's curiosity, encouraging questioning, fostering investigation, and promoting conceptual exploration. [ABSTRACT FROM AUTHOR]
Copyright of European Early Childhood Education Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 180359437
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: High-quality strategies for supporting children's problem-solving skills: a study on coding toy activities in Norwegian ECECs.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Kamola%2C+Monika%22">Kamola, Monika</searchLink><relatesTo>1</relatesTo><i> monika.kamola@uis.no</i><br /><searchLink fieldCode="AR" term="%22Granone%2C+Francesca%22">Granone, Francesca</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Grøsvik%2C+Kristin%22">Grøsvik, Kristin</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Reikerås%2C+Elin%22">Reikerås, Elin</searchLink><relatesTo>1</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22European+Early+Childhood+Education+Research+Journal%22">European Early Childhood Education Research Journal</searchLink>. Oct2024, Vol. 32 Issue 5, p814-833. 20p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+teachers%22">Early childhood teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Data+analysis%22">Data analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Social+skills%22">Social skills</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Recent studies have shown that playing with coding toys enhances children's skills in STEM- subjects, especially problem-solving abilities. However, there is limited knowledge of early childhood education and care (ECEC) teachers' roles in facilitating children's problem-solving through coding-toy play activities and the high-quality pedagogical strategies and approaches they utilize. This study explored how ECEC teachers formed and guided pedagogical practices and influenced learning quality through digital play. The data are based on video observations of five teachers and six groups of children aged 3–5 years (three to four children per group), who each played with a coding toy for 30–60 min. Drawing on the sustained shared thinking theory, this study analyzed how teachers supported children's problem-solving processes. The results reveal that the teachers employed several pedagogical strategies and approaches, including those for nurturing children's curiosity, encouraging questioning, fostering investigation, and promoting conceptual exploration. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of European Early Childhood Education Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=180359437
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/1350293X.2024.2319783
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 814
    Subjects:
      – SubjectFull: Early childhood education
        Type: general
      – SubjectFull: STEM education
        Type: general
      – SubjectFull: Early childhood teachers
        Type: general
      – SubjectFull: Data analysis
        Type: general
      – SubjectFull: Social skills
        Type: general
    Titles:
      – TitleFull: High-quality strategies for supporting children's problem-solving skills: a study on coding toy activities in Norwegian ECECs.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Kamola, Monika
      – PersonEntity:
          Name:
            NameFull: Granone, Francesca
      – PersonEntity:
          Name:
            NameFull: Grøsvik, Kristin
      – PersonEntity:
          Name:
            NameFull: Reikerås, Elin
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 10
              Text: Oct2024
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 1350293X
          Numbering:
            – Type: volume
              Value: 32
            – Type: issue
              Value: 5
          Titles:
            – TitleFull: European Early Childhood Education Research Journal
              Type: main
ResultId 1