Problem Solving and Digital Transformation: Acquiring Skills through Pretend Play in Kindergarten

Autor/inn/en	Hollenstein, Lena; Thurnheer, Stefanie; Vogt, Franziska
Titel	Problem Solving and Digital Transformation: Acquiring Skills through Pretend Play in Kindergarten
Quelle	In: Education Sciences, 12 (2022), Artikel 92 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hollenstein, Lena) ORCID (Vogt, Franziska)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Problem Solving; Play; Kindergarten; Technology Uses in Education; Preschool Children; Thinking Skills + Suchen Sie Ihr Suchwort? Problemlösen; Spiel; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Denkfähigkeit
Abstract	One of the crucial 21st-century digital skills, in the context of digital transformation, is problem solving--equally so in the fields of science, technology, engineering, and mathematics (STEM). In the context of kindergarten, learning through play is central; therefore, pretend play, and particularly guided pretend play, is suggested as an innovative way to foster skills for digital problem solving. As yet, the potential of pretend play for children's learning about digital transformation and digital problem-solving processes has hardly been researched. The paper examines how children solve digital problems in guided pretend play. In an explorative intervention study "We play the future", an information technology center (IT center) is introduced as one of the play corners for pretend play in kindergartens, together with other inputs such as a smart home corner (Internet of Things) or autonomous vehicles. Children's play was video recorded. From the 15 participating kindergartens, 13 h of sequences involving the IT center were analyzed using content analysis. The findings indicate that children identify problems in a play situation and solve them using problem-solving strategies, such as devising new applications and installing software. Furthermore, the findings show that the kindergarten teacher's participation in the pretend play is important for enabling longer and more complex problem-solving processes. Consequences for further teacher training to foster problem-solving skills during guided pretend play are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01