Recently scientists have underscored a significant mismatch between the latest theoretical Computational Thinking conceptualizations as an upcoming literacy that goes beyond computer science, and its operationalizations in current empirical research and designs, which are limited to coding-centred and domain-specific tools and approaches. To…

Children's physical activity is low and play outdoors has been declining, coinciding with a greater preoccupation with risk in many countries. This study examines how policy actors frame the issue of risk in children's active physical play in schools. Using a theory-informed, multi-method, qualitative case-study design, 30 participants from a…

This study explores the integration of game play into an inclusive, hands-on computing project in Calculus class. The project is focused on designing and analyzing priority switches for applications competing for computational resources on embedded devices such as smart watches and tablets. By engaging students in real-world problem-solving…

Social-emotional competence is critical to children's social and school success, prompting interest in understanding factors that promote these skills prior to elementary-school. Cognitive stimulation (e.g., reading, playing) is related to preschool children's social outcomes; However, few studies have examined these associations earlier, or…

This study investigates the use of GeoGebra, a Dynamic Geometry Software (DGS) for math learning in Virtual Reality (VR) using head-mounted displays. We conducted a study with n = 20 middle school students receiving a mathematics tutoring intervention over time in a VR environment. Using theories of embodied cognition and playful mathematics, this…

The aim of this study is to examine preschool children's digital play addiction tendencies and interactive peer play behaviors according to various variables and to determine the predictive power of interactive peer play behaviors on children's digital play addiction tendencies. The research was conducted using the survey model, which is one of…

Technology is transforming children's lived experience with spatial play. In particular, parents may interact with children differently depending on whether they play together with tangible or digital materials. The present research examined whether the medium for play (tangible or digital) affected kindergarten-aged children's language experience…

A substantial number of empirical studies in the field of Early Childhood Science Education have explored science concept formation in early childhood educational settings. Most of these studies focus on the process of science concept formation during a teaching intervention or a school year period. However, less is known about how children form…

The aim of this study is to identify if children's play behaviour, temperament, and special educational needs (SEN) are interrelated. It is important to increase the awareness of the joint effects of temperament and SEN on behaviour so that early childhood special education (ECSE) teachers can provide the appropriate support for children with SEN…

Research from the interdisciplinary "science of learning" indicates that children learn best when they are actively engaged in learning that is meaningful, socially interactive, iterative, and joyful. These principles coalesce in active playful learning, especially "guided play." This active, playful pedagogy enhances learning…

This article seeks to reframe how early childhood educators think about their role in play by answering these questions: What really matters in play? How should we spend our time and energy planning, implementing, and building our expertise around play in early childhood teaching and learning? The answers reside in 5 big ideas from play research…

The under-representation of women in science disciplines is a persistent problem for workplaces and educational policy. Girls may start to disengage early from science subjects, partly due to cultural stereotypes around science and gender. Early language interventions which introduce science activities in terms of action (or process) versus…

Increasing child engagement and improving social-communication (SC) and play skills for young children with autism spectrum disorder (ASD) may provide a foundation for future academic and social development; yet preschool practitioners may not have the resources to successfully identify and target these skills for all children in their classrooms.…

This study investigated the direct relationship between home play opportunity and prospective school readiness, and the indirect relationships as mediated through object and social mastery motivation among Hong Kong Chinese kindergarten children. Participants were 106 local children (44.4% girls, mean age = 60.0 months) and their parents and…

Using play to meet specific learning goals in pre-k can be challenging. In this article, we discuss why play is an essential activity for pre-k learning. We share some research on the importance of supporting unconstrained, trifecta skills like oral language in the context of child-centered, playful activities. We explain the importance of teacher…