Publication Date
| In 2025 | 1 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Preschool Children | 2 |
| Advanced Students | 1 |
| Algorithms | 1 |
| Architects | 1 |
| Architectural Programming | 1 |
| Childhood Needs | 1 |
| Computation | 1 |
| Design | 1 |
| Developmental Stages | 1 |
| Early Childhood Education | 1 |
| Educational Environment | 1 |
| More ▼ | |
Author
| Gisolfi, Peter A. | 1 |
| Nikolaos Pellas | 1 |
Publication Type
| Journal Articles | 2 |
| Opinion Papers | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Preschool Education | 1 |
Audience
| Policymakers | 2 |
| Administrators | 1 |
| Practitioners | 1 |
| Teachers | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkNikolaos Pellas – Journal of Educational Computing Research, 2025
Tangible programming tools (TPTs) are promising teaching aids in programming courses due to their interactivity and ability to enhance early childhood students' computational thinking, spatial reasoning, and executive function skills. However, it remains unclear whether TPTs support these skills simultaneously. This study examines the impact of…
Descriptors: Computation, Thinking Skills, Spatial Ability, Executive Function
Gisolfi, Peter A. – American School Board Journal, 1999
A firm that has designed many preschool and elementary school projects identifies three factors that are vital to successful design for young children: protection, interaction, and scale. Accompanying drawings of three projects illustrate these design principles. (MLF)
Descriptors: Architects, Architectural Programming, Childhood Needs, Educational Environment
