Design Thinking Model in Early Childhood Education

Autor/in	Yalçin, Vakkas
Titel	Design Thinking Model in Early Childhood Education
Quelle	In: International Journal of Psychology and Educational Studies, 9 (2022) 1, S.196-210 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Yalçin, Vakkas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9378
Schlagwörter	Design; Thinking Skills; Early Childhood Education; Preschool Children; Usability; Models; Case Studies; Preschool Teachers; Private Schools; Creativity; Problem Solving; Cooperative Learning; Empathy; Communication Skills; Interpersonal Competence; Self Esteem; Learning Processes; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Denkfähigkeit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Analogiemodell; Case study; Fallstudie; Case Study; Erzieher; Erzieherin; Kindergärtnerin; Private school; Privatschule; Kreativität; Problemlösen; Kooperatives Lernen; Empathie; Kommunikationsstil; Interpersonale Kompetenz; Self-esteem; Selbstaufmerksamkeit; Learning process; Lernprozess; Ausland; Türkei
Abstract	This study aims to investigate the usability of the design thinking model for the education of pre-school children and the effects of the activities performed in line with the design thinking model on children. This research was conducted as a case study of 16 teachers working in a private school. Research data were collected through interviews with teachers and analyzed using the content analysis method. The analysis results demonstrated that the design thinking model could be easily used in the education of pre-school children. The Design Thinking model improves children's creativity, problem-solving, cooperation, communication, curiosity, questioning, and empathy. It allows children to express their ideas freely and supports social, emotional, language, and cognitive developmental domains. Also, the design-oriented learning process appears to actively involve children in the learning process, enable peer learning, and give children self-confidence. On the other hand, while the design thinking model does not seem to be a problem for children aged 4 and 5, children aged 3 have issues in task sharing, being a group, belonging to a group, fulfilling duties and responsibilities. (As Provided).
Anmerkungen	International Journal of Psychology and Educational Studies. Sakarya University, Faculty of Education, Department of Educational Sciences, Sakarya, Turkey. e-mail: ijpesjournal@gmail.com; Web site: https://dergipark.org.tr/tr/pub/pes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01