Şermin Metin, Damla Kalyenci, Mehmet Başaran, Emily Relkin, Büşra Bilir
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引用次数: 0
Abstract
The domain of early childhood education has witnessed an increasing emphasis on developing coding and computational thinking (CT) abilities. Scholarly investigations have delved into appropriate approaches for enhancing these proficiencies within early childhood classrooms. The present study aims to investigate the impact of a digital story design program, or Design-Based Digital Story Program (DBDS), on the coding and CT skills of 5-year-old children. Specifically designed for children aged 3–6, the DBDS program aligns with constructivism principles, which promote experiential learning. Employing a case–control quasi-experimental design, the study employed pre-intervention and post-intervention assessments and a follow-up retest after one month. The intervention involved implementing the digital story design program over 11 weeks, with three sessions per week, each lasting between 60 to 90 min, targeting five-year-old participants. The findings reveal that the DBDS program significantly enhances CT and coding skills compared to a control group. Moreover, female participants exhibited more significant improvements in CT skills post-intervention than their male counterparts, while no significant gender-based effects were observed in coding skills. These findings suggest that the DBDS program effectively supports the cultivation of coding and CT abilities among young children, warranting further exploration in diverse educational settings and across various grade levels.
期刊介绍:
Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children.
Areas of Emphasis:
International studies;
Educational programs in diverse settings;
Early learning across multiple domains;
Projects demonstrating inter-professional collaboration;
Qualitative and quantitative research and case studies;
Best practices in early childhood teacher education;
Theory, research, and practice relating to professional development;
Family, school, and community relationships;
Investigations related to curriculum and instruction;
Articles that link theory and best practices;
Reviews of research with well-articulated connections to the field