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Unplugged: Planting and Growing the Seed of Replacement in Four-Year Old-Children.

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Title: Unplugged: Planting and Growing the Seed of Replacement in Four-Year Old-Children.
Authors: Simpson, Amber1 (AUTHOR) asimpson@binghamton.edu, Borowski, Rebecca2 (AUTHOR) rebecca.borowski@wwu.edu, Colquhoun, Ashleigh1 (AUTHOR) ashleigh.k.colquhoun@gmail.com, Hu, Zhengqi1 (AUTHOR) zhu32@binghamton.edu
Source: Early Childhood Education Journal. Oct2025, Vol. 53 Issue 7, p2347-2358. 12p.
Subject Terms: *Algebra, *Preschool children, *STEM education, *Algebra education, *Contextual learning, *Experiential learning, *Critical thinking
Abstract: With the increase of computational thinking (CT) tools in education, there are questions as to whether and how CT might support and/or hinder algebraic thinking of young children. Utilizing seeds of algebraic thinking, we add to this scholarly discussion by presenting examples from a CT activity with four-year old children in which we illustrate how young children are engaged in early algebraic thinking. More specifically, we highlight children's pre-instructional engagement with replacement, a precursor to the concept of variable. The included examples add to our limited scholarship regarding young children's (i.e., ages 3 to 5 years) early development of algebraic thinking of replacement through an unplugged activity that can be implemented within multiple learning environments within children's larger STEM ecosystem. [ABSTRACT FROM AUTHOR]
Copyright of Early Childhood Education Journal is the property of Springer Nature 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
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  Data: Unplugged: Planting and Growing the Seed of Replacement in Four-Year Old-Children.
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  Data: <searchLink fieldCode="AR" term="%22Simpson%2C+Amber%22">Simpson, Amber</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> asimpson@binghamton.edu</i><br /><searchLink fieldCode="AR" term="%22Borowski%2C+Rebecca%22">Borowski, Rebecca</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> rebecca.borowski@wwu.edu</i><br /><searchLink fieldCode="AR" term="%22Colquhoun%2C+Ashleigh%22">Colquhoun, Ashleigh</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> ashleigh.k.colquhoun@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Hu%2C+Zhengqi%22">Hu, Zhengqi</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> zhu32@binghamton.edu</i>
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  Data: *<searchLink fieldCode="DE" term="%22Algebra%22">Algebra</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschool+children%22">Preschool children</searchLink><br />*<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Algebra+education%22">Algebra education</searchLink><br />*<searchLink fieldCode="DE" term="%22Contextual+learning%22">Contextual learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink>
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  Data: With the increase of computational thinking (CT) tools in education, there are questions as to whether and how CT might support and/or hinder algebraic thinking of young children. Utilizing seeds of algebraic thinking, we add to this scholarly discussion by presenting examples from a CT activity with four-year old children in which we illustrate how young children are engaged in early algebraic thinking. More specifically, we highlight children's pre-instructional engagement with replacement, a precursor to the concept of variable. The included examples add to our limited scholarship regarding young children's (i.e., ages 3 to 5 years) early development of algebraic thinking of replacement through an unplugged activity that can be implemented within multiple learning environments within children's larger STEM ecosystem. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature 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.)
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        Value: 10.1007/s10643-024-01746-1
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      – Code: eng
        Text: English
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        PageCount: 12
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        Type: general
      – SubjectFull: Preschool children
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      – SubjectFull: STEM education
        Type: general
      – SubjectFull: Algebra education
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      – SubjectFull: Contextual learning
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      – SubjectFull: Experiential learning
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      – SubjectFull: Critical thinking
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      – TitleFull: Unplugged: Planting and Growing the Seed of Replacement in Four-Year Old-Children.
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            NameFull: Borowski, Rebecca
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              M: 10
              Text: Oct2025
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