Exploring Preschool Data Collection and Analysis: A Pilot Study

Autor/inn/en	Lewis Presser, Ashley E.; Young, Jessica M.; Clements, Lindsay J.; Rosenfeld, Deborah; Cerrone, Michelle; Kook, Janna F.; Sherwood, Heather
Titel	Exploring Preschool Data Collection and Analysis: A Pilot Study
Quelle	In: Education Sciences, 12 (2022), Artikel 118 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Lewis Presser, Ashley E.) ORCID (Young, Jessica M.) ORCID (Clements, Lindsay J.) ORCID (Rosenfeld, Deborah) ORCID (Cerrone, Michelle) ORCID (Kook, Janna F.)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Preschool Children; Data Collection; Data Analysis; Pilot Projects; Problem Solving; Technology Uses in Education; Early Childhood Education; Preschool Teachers + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Data capture; Datensammlung; Auswertung; Pilot project; Modellversuch; Pilotprojekt; Problemlösen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Erzieher; Erzieherin; Kindergärtnerin
Abstract	Data collection and analysis (DCA) skills apply mathematical knowledge, such as counting, sorting, and classifying, to investigations of real-world questions. This pursuit lays the foundation for learners to develop flexible problem-solving skills with data. This pilot study tested a preschool intervention intended to support teachers in promoting young children's DCA skills using a technology-integrated approach. A key component therein was a teacher-facing digital app that facilitated collaboration between preschool teachers and children to more easily collect data, create simple graphs, and use graphed data to engage in real-world questions and discussions. As part of a design-based research approach, this study tested the intervention's developmental appropriateness and feasibility in four preschool classrooms (n = 5). Findings suggest that the intervention curriculum (i.e., investigations) and inclusion of the app supported teachers and children to answer data-focused questions by engaging in each step of the DCA process while applying numerous mathematics skills. Teachers reported that the app complemented curricular implementation and children demonstrated readiness to engage with, and benefit from, the investigations. Findings also indicated the developmental appropriateness and feasibility of applying this DCA approach in preschools and suggest further study of the approach. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01