ICT skills in the deployment of 21st century skills: A (cognitive) developmental perspective through early childhood.

in Applied Sciences (2023), 13(7), 4615

ICT technologies are an integral part of today’s digitized society. Therefore, it is important that children acquire ICT skills as part of 21st century skills education to prepare them for later life ... [more ▼]

ICT technologies are an integral part of today’s digitized society. Therefore, it is important that children acquire ICT skills as part of 21st century skills education to prepare them for later life. Drawing on the literature, seven 21st century skills can profit from the addition of ICT skills, i.e., technical, information, communication, collaboration, critical thinking, creative, and problem-solving skills. While many efforts have been made to integrate ICT skills as part of 21st century skills education into primary and secondary school curricula, the implementation of these skills in early childhood education and care remains a challenge due to developmental concerns. This paper aims to uncover developmental antecedents for ICT 21st century skills in early childhood, mainly addressing children’s cognitive development, and propose ways to implement these skills in child-friendly ways. Drawing on the literature on developmental psychology, seven cognitive developmental antecedents were identified: inductive, deductive, abductive, causal, and scientific reasoning, executive functions, and computational thinking. Moreover, five additional develop-mental antecedents were identified: fine motor skills, language development, self-regulation, social-emotional development, and creativity. On the backdrop of these antecedents, ways of implementing ICT skills as part of 21st century skills education in early childhood classrooms are proposed that include digital games and learning apps, collaborative play or problem-solving activities with toy robots. [less ▲]

Fostering preservice teachers’ expectancies and values towards computational thinking

in Frontiers in Psychology (2022), 13

Theory: Digital technologies have become an integral part of everyday life that children are exposed to. Therefore, it is important for children to acquire an understanding of these technologies early on ... [more ▼]

Theory: Digital technologies have become an integral part of everyday life that children are exposed to. Therefore, it is important for children to acquire an understanding of these technologies early on by teaching them computational thinking (CT) as a part of STEM. However, primary school teachers are often reluctant to teach CT. Expectancy-value theory suggests that motivational components play an important role in teaching and learning. Thus, one hindrance to teachers’ willingness to teach CT might be their low expectancies of success and high emotional costs, e.g., anxiety towards CT. Thus, introducing preservice teachers to CT during their university years might be a promising way to support their expectancies and values, while simultaneously alleviating their emotional costs. Prior CT competences might contribute to these outcomes. Aims: We investigated whether a specifically designed seminar on CT affected preservice teachers’ expectancies and values towards programming. Method: A total of 311 German primary school and special education preservice teachers took part in the study. The primary school preservice teachers received a seminar on CT and programming with low-threshold programming tasks, while the special education teachers served as a baseline group. The seminar was specifically designed to enhance expectancies and values and decrease emotional costs, following implications of research on expectancy-value theory. Results: The preservice teachers who visited the seminar gained higher expectancies and values towards CT and programming compared to the baseline group. Moreover, their emotional costs decreased. CT was positively related to change in expectancies and values and negatively related to emotional costs. Discussion: Interventions with low-threshold programming tasks can support primary school preservice teachers in finding trust in their abilities and values towards CT. Moreover, their anxiety towards CT and programming can be alleviated. Thus, first steps in preparing preservice teachers to teach CT in their future classrooms can be taken in university. [less ▲]

Problemlösen in digitalen Kontexten

in Empirische Pädagogik (2021), 35(1), 5-18

The impact of a construction play on 5- to 6-year-old children’s reasoning about stability.

in Frontiers in Psychology (2020), 11

Theory: Young children have an understanding of basic science concepts such as stability, yet their theoretical assumptions are often not concerned with stability. The literature on theory theory and ... [more ▼]

Theory: Young children have an understanding of basic science concepts such as stability, yet their theoretical assumptions are often not concerned with stability. The literature on theory theory and theory-evidence coordination suggests that children construct intuitive theories about their environment which can be adjusted in the face of counterevidence that cannot be assimilated into the prior theory. With increasing age, children acquire a Center theory when balancing objects and try to balance every object at their middle, succeeding with symmetrical objects. Later, they acquire the basic science concept of stability through learning that the weight distribution of an object is of importance. Thus, they acquire a Mass theory and succeed in balancing asymmetrical objects as well. Fluid and crystallized intelligence might contribute to children’s acquisition of Mass theory. Moreover, their Mass theory might be supported by implementing a playful intervention including (a) material scaffolds and (b) verbal scaffolds. Aims: We investigated which theories children have about stability and whether these theories can be adjusted to Mass theory by implementing a playful intervention. Method: A total of 183 5- to 6-year-old children took part in the study with a pre-post-follow-up intervention design. Children’s Mass theory was assessed with an interview in which children explained constructions’ stabilities. The children received a playful intervention with two differing degrees of scaffolding (material scaffolds or material + verbal scaffolds) or no scaffolding. Results: At first few children used a Mass theory to explain their reasoning. However, after being confronted with counterevidence for the asymmetrical constructions, children changed their explanation and applied a Mass theory. More children in the play group with the highest degree of scaffolding, i.e., material + verbal scaffolds, acquired a Mass theory compared to the other groups. Fluid as well as crystallized intelligence contributed to children’s acquisition of a Mass theory. Discussion: Counterevidence can support children in their acquisition of a Mass theory. A playful intervention with scaffolding supports children even more. [less ▲]

The restorative value of the urban environment: A systematic review of the literature.

in Environmental Health Insights (2018), 12

Background: Stress poses a major issue in our modern society, making restoration an important research focus. Restoration likelihood has mostly been observed in nature, which was compared with urban ... [more ▼]

Background: Stress poses a major issue in our modern society, making restoration an important research focus. Restoration likelihood has mostly been observed in nature, which was compared with urban environments that have little restorative potential, eg, industrial areas. However, many people reside in and need to find restoration in cities. The main aim of this review is to summarize research that has focused on investigating restoration possibilities in urban environments and the environmental elements interacting with the restoration likelihood of an urban environment. Method: This review focuses on studies addressing the topic of restoration possibilities in urban settings in built and human-made natural urban environments. The studies were searched via Google Scholar, PsycINFO, PsycARTICLES, and PSYNDEX. All studies concerned with restoration in urban environments were included. However, studies concerned with nonoriginal data, solely investigating effects of natural environments or treating urban environments as a control for restoration in nature, were excluded from the review. Overall, 39 studies corresponded to the criteria and were included. Results: Natural elements in urban environments have a restorative potential and can increase the restorativeness of urban settings. Furthermore, built urban environments vary in their restorative potential, but promising results have been uncovered as well. Architectural elements, cultural, and leisure areas had a restorative value, whereas the findings on streets and residential areas differ. In sum, many urban locations can have restorative effects, but these effects may be influenced by factors such as cultural background, age, social components, and individual dispositions. Discussion: Certain urban environments hold a restorative potential. However, the literature on restoration in urban environments is still quite scarce and therefore has been of little practical use. Even though applying the findings to real-life environments is desirable, it might prove difficult, considering the overall sparse evidence. More research on the predictors of restoration likelihood (eg, social factors), generational and cultural differences, and comparisons between natural and urban environments is recommended. [less ▲]