During the last decades, the interest in acquiring skills demanded by twenty-first-century society has risen significantly. Supporters of this idea argue for systematic educational reform that encompasses technology with creative thinking and problem-solving young children education settings to prepare students as future citizens in a society fundamentally based on technology. Teaching Science, Technology, Engineering, and Mathematics (STEM), or with Arts (STEAM) or Computational Thinking to students at an early age is one of the most prevalent ways to achieve that goal, and, at the same time, to increase their self-concept and interest in the field and provide information about relative career options. Early age children are born with an innate desire for tinkering and natural curiosity, and the preschool classroom environment is particularly rich in preschoolers' opportunities to engage actively in STEM or STEAM activities. Thus, incorporating more technology educational tools in young children's education curriculums might yield the most significant possible benefits by helping children develop skills they will need in the future.
The aim of this Research Topic is to better our understanding of how STEM, STEAM, and Computational Thinking approach in the form of interactive technologies and/or accompanied apps impact cognitive development as wells as reading, writing, and thinking skills in children from birth to 8 years. We are interested in understanding the role that these approaches really play on young children’s learning and development in both formal and informal settings.
We welcome contributions from researchers in psychology, education, and related fields, whose work examines closely the impact of these approaches as well as the use of smart screen devices and accompanying apps on children's cognitive development.
Areas that might be addressed include:
1) How a STEM, STEAM, CT oriented approach influence learning and impact developmental outcomes
2) What smart screen technologies and apps relative to STEM, STEAM, CT concepts influence learning and impact developmental outcomes
3) How educators use STEM, STEAM approaches and their impact on their learning and development
4) How children use smart screen technologies and apps relative to STEM, STEAM, CT approaches, and apps at home and their impact on their learning and development
5) How parents integrate use STEM, STEAM approaches, and apps for their young children to develop in the home settings
6) Design and evaluation of STEM, STEAM, CT approaches that promote young children learning and development
During the last decades, the interest in acquiring skills demanded by twenty-first-century society has risen significantly. Supporters of this idea argue for systematic educational reform that encompasses technology with creative thinking and problem-solving young children education settings to prepare students as future citizens in a society fundamentally based on technology. Teaching Science, Technology, Engineering, and Mathematics (STEM), or with Arts (STEAM) or Computational Thinking to students at an early age is one of the most prevalent ways to achieve that goal, and, at the same time, to increase their self-concept and interest in the field and provide information about relative career options. Early age children are born with an innate desire for tinkering and natural curiosity, and the preschool classroom environment is particularly rich in preschoolers' opportunities to engage actively in STEM or STEAM activities. Thus, incorporating more technology educational tools in young children's education curriculums might yield the most significant possible benefits by helping children develop skills they will need in the future.
The aim of this Research Topic is to better our understanding of how STEM, STEAM, and Computational Thinking approach in the form of interactive technologies and/or accompanied apps impact cognitive development as wells as reading, writing, and thinking skills in children from birth to 8 years. We are interested in understanding the role that these approaches really play on young children’s learning and development in both formal and informal settings.
We welcome contributions from researchers in psychology, education, and related fields, whose work examines closely the impact of these approaches as well as the use of smart screen devices and accompanying apps on children's cognitive development.
Areas that might be addressed include:
1) How a STEM, STEAM, CT oriented approach influence learning and impact developmental outcomes
2) What smart screen technologies and apps relative to STEM, STEAM, CT concepts influence learning and impact developmental outcomes
3) How educators use STEM, STEAM approaches and their impact on their learning and development
4) How children use smart screen technologies and apps relative to STEM, STEAM, CT approaches, and apps at home and their impact on their learning and development
5) How parents integrate use STEM, STEAM approaches, and apps for their young children to develop in the home settings
6) Design and evaluation of STEM, STEAM, CT approaches that promote young children learning and development
