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Full-Text Articles in Early Childhood Education
Computational Thinking And Coding For Young Children: A Hybrid Approach To Link Unplugged And Plugged Activities, Daisuke Akiba
Computational Thinking And Coding For Young Children: A Hybrid Approach To Link Unplugged And Plugged Activities, Daisuke Akiba
Publications and Research
In our increasingly technology-dependent society, the importance of promoting digital literacy (e.g., computational thinking, coding, and programming) has become a critical focus in the field of childhood education. While young children these days are routinely and extensively exposed to digital devices and tools, the efficacy of the methods for fostering digital skills in the early childhood classroom has not always been closely considered. This is particularly true in settings where early childhood educators are not digital experts. Currently, most of the efforts in standard early childhood settings, taught by teachers who are not digital experts, appear to revolve around “unplugged” …
A Pedagogy Of Play: How Pre- And In-Service Early Childhood Teachers’ Perceptions Of Play Are Influenced As A Result Of Practicum Experience In A Play-Based Environment, E. B. Nygard
Graduate Theses, Dissertations, and Capstones
There is a growing body of research behind the play-based movement in education today – a topic that is somewhat controversial (Nicolopoulou et al., 2010; Overstreet, 2018). While some are steeped in a more classical approach to early education, advocating learning should be painful (Adler & Van Doren, 1988), others are paving the way for a more progressive approach, suggesting play to be the premier window into a child’s development (Paley, 1979-2014; Wohlwend & Peppler, 2015). The purpose of this study was to look at how the perceptions of pre- and in-service teachers changed regarding play and storytelling after participating …
A Framework For Coaching In Early Childhood Settings: Drawing On Bank Street College Of Education’S Developmental-Interaction Approach (Dia), Virginia Casper, Milenis Gonzalez, Tarima Levine, Emily Sharrock, Annie Schaeffing
A Framework For Coaching In Early Childhood Settings: Drawing On Bank Street College Of Education’S Developmental-Interaction Approach (Dia), Virginia Casper, Milenis Gonzalez, Tarima Levine, Emily Sharrock, Annie Schaeffing
Bank Street Education Center
Coaching helps teachers activate and better articulate their previous knowledge, skills, values, and belief systems, along with new concepts, to construct and continually refine an approach that is meaningful in their everyday work. This framework captures some commonalities of a positive coaching stance across contexts while allowing enough flexibility to make use of these ideas in ways that will serve that setting and teachers best.