Unplugged: Planting and Growing the Seed of Replacement in Four-Year Old-Children

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Education Journal Pub Date : 2024-08-28 DOI:10.1007/s10643-024-01746-1

Amber Simpson, Rebecca Borowski, Ashleigh Colquhoun, Zhengqi Hu

引用次数: 0

Abstract

With the increase of computational thinking (CT) tools in education, there are questions as to whether and how CT might support and/or hinder algebraic thinking of young children. Utilizing seeds of algebraic thinking, we add to this scholarly discussion by presenting examples from a CT activity with four-year old children in which we illustrate how young children are engaged in early algebraic thinking. More specifically, we highlight children’s pre-instructional engagement with replacement, a precursor to the concept of variable. The included examples add to our limited scholarship regarding young children’s (i.e., ages 3 to 5 years) early development of algebraic thinking of replacement through an unplugged activity that can be implemented within multiple learning environments within children’s larger STEM ecosystem.

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不插电：在四岁儿童心中播下替换的种子并使之成长

随着计算思维（Computational Thinking，CT）工具在教育领域的应用越来越多，人们对计算思维是否以及如何支持和/或阻碍幼儿的代数思维产生了疑问。我们利用代数思维的种子，通过介绍四岁儿童 CT 活动中的实例，说明幼儿是如何进行早期代数思维的，从而为这一学术讨论添砖加瓦。更具体地说，我们强调了儿童在教学前对置换（变量概念的前身）的参与。这些例子为我们有限的关于幼儿（即 3 至 5 岁）早期代数替换思维发展的学术研究增添了新的内容，这些活动可以在儿童更大的 STEM 生态系统中的多种学习环境中实施。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

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