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Download full textPapadakis, Stamatios – Educational Process: International Journal, 2022
Background/purpose: At the beginning of the 21st century, Computational Thinking (CT) and coding were typically considered part of secondary education programs, focusing on programming and algorithm development. The early childhood classroom was not expected to find students who developed coding skills. Nevertheless, as has been the case lately,…
Descriptors: Computation, Thinking Skills, Coding, Programming
When 10 [is not equal to] Ten: Teachers Develop Original Stories to Conceptualize Numeral Transition
Direct linkAn, Song A.; Hachey, Alyse C.; Kim, So Jung; Tillman, Daniel A. – Journal of Early Childhood Teacher Education, 2023
Traditionally, various meanings of "10" are systematically ignored in early childhood curriculum and children's understanding of numbers is restricted within the solitary mapping between the symbol "10" and quantity concept of "ten." This may be problematic for other ways that mathematics is used, both in modern life…
Descriptors: Mathematics Instruction, Teaching Methods, Numbers, Story Telling
Wang, X. Christine; Choi, Youngae; Benson, Keely; Eggleston, Corinne; Weber, Deborah – Early Education and Development, 2021
Research Findings: Computational thinking (CT), which is defined as the systematic analysis, exploration, and testing of solutions to open-ended and often complex problems, is an important skill to foster in early childhood. However, little is known about teachers' role in fostering CT in early childhood classrooms. To address this gap, we…
Descriptors: Teacher Role, Teacher Student Relationship, Preschool Children, Preschool Teachers
