Developing Computational Thinking Ability in Early Childhood Education: The Influence of Programming Toy on Parent-Children Engagement

Autor/inn/en	Budiyanto, Cucuk Wawan; Shahbodin, Faaizah; Khoirul Umam, Muhammad Ulin; Isnaini, Ratih; Rahmawati, Anayanti; Widiastuti, Indah
Titel	Developing Computational Thinking Ability in Early Childhood Education: The Influence of Programming Toy on Parent-Children Engagement
Quelle	5 (2021) 1, S.19-25 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Budiyanto, Cucuk Wawan) ORCID (Shahbodin, Faaizah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2597-7792
Schlagwörter	Technology Uses in Education; Educational Technology; Parent Participation; Student Participation; Robotics; Toys; Teaching Methods; Attention; Psychological Patterns; Learning Activities; Programming; Computation; Thinking Skills; Social Environment; Foreign Countries; COVID-19; Pandemics; School Closing; Parent Attitudes; Early Childhood Education; Indonesia + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Elternmitwirkung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Robotertechnik; Toy; Spielzeug; Teaching method; Lehrmethode; Unterrichtsmethode; Aufmerksamkeit; Lernaktivität; Programmierung; Denkfähigkeit; Soziales Umfeld; Ausland; School closings; Schule; Schließung; Schließung (von Schulen); Elternverhalten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Indonesien
Abstract	Technology and smart devices have become ubiquitous staples in every aspect of human life. Given the rise of computation in everyday life, introducing technology to early childhood students requires exposure to logical thinking and problem-solving skills through programming approaches or computational thinking. This research addresses an inquiry into a comprehensive elaboration of the development of early childhood computational thinking. A novel programming toy was introduced as an educational tool based on designated themes in accordance with early childhood education curricula. Five stages were conducted to reveal parental and child engagement in robotics activities and later, interviews were conducted on children's cognitive development from the parents' perspective. Children were observed exploring in various ways by concentrating and paying attention, doing the given activities and expressing their excitement and happiness. The notion that children learn from their social network environment was highlighted by the way in which the children involved in the KARIN programming toy's hands-on activities were driven to be more actively engaged in the exercise. In addition to parent-student engagement, the use of the KARIN programming toy helps to shed light on how students in early childhood learn while away from their social relations during a pandemic. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01