Design-Based Digital Story Program: Enhancing Coding and Computational Thinking Skills in Early Childhood Education

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Early Childhood Education Journal Pub Date : 2024-08-23 DOI:10.1007/s10643-024-01728-3
Şermin Metin, Damla Kalyenci, Mehmet Başaran, Emily Relkin, Büşra Bilir
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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.

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基于设计的数字故事计划:在幼儿教育中提高编码和计算思维能力
幼儿教育领域越来越重视培养编码和计算思维(CT)能力。学者们深入研究了在幼儿课堂上提高这些能力的适当方法。本研究旨在调查数字故事设计课程(或称 "基于设计的数字故事课程",Design-Based Digital Story Program,DBDS)对 5 岁儿童编码和计算思维能力的影响。DBDS 计划专为 3-6 岁儿童设计,符合建构主义原则,提倡体验式学习。该研究采用病例对照的准实验设计,进行干预前和干预后评估,并在一个月后进行跟踪复测。干预措施包括在11周内实施数字故事设计计划,每周三次,每次60至90分钟,对象是5岁的参与者。研究结果表明,与对照组相比,DBDS 计划能显著提高 CT 和编码技能。此外,女性参与者在干预后的 CT 技能比男性参与者有更明显的提高,而在编码技能方面没有观察到明显的性别效应。这些研究结果表明,DBDS 计划能有效支持幼儿编码和 CT 能力的培养,值得在不同教育环境和不同年级进一步探索。
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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
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
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