CHDV C203 Guide for Lisa Fuller: Articles

This paper presents a new framework to understand how children learn to use technologies through play.

Reports on advances in educational technology in early childhood education, including preschool, kindergarten and first grade, and discusses the challenges associated with ensuring that educational technology, including laptops, tablets, software and mobile devices, are used correctly.

This study examined computer-supported collaborative learning, evaluating problem-solving strategies in evidence as children manipulated learning apps.

Technological developments in recent decades have increased young people's engagement with screen-based technologies (screen time), and a reduction in young people's contact with nature (green time) has been observed concurrently. The aim of this systematic scoping review was to collate evidence assessing associations between screen time, green time, and psychological outcomes for young children (<5 years), schoolchildren (5-11 years), early adolescents (12-14 years), and older adolescents (15-18 years).

This study investigated the group play that occurs within young children's open‐ended drawing activities and how this encourages the development of shared meaning.

In this paper, the emphasis is placed on symbolic and peer play and it is concluded that both types provide opportunities for enhancing all social and emotional competencies (responsible decision-making, social awareness, social skills, self-awareness, and self-management).

This article explores the important components of creating an active, stimulating learning environment; one purposely designed to actively engage the minds of young children in order to help strengthen their neurological networks.

Do young children naturally develop the foundations of science, technology, engineering, and math (STEM)? And if so, should we build on these foundations by using STEM curricula in preschools? In this article, Douglas Clements and Julie Sarama argue that the answer to both these questions is yes.

This paper examines the current research on science in preschool classrooms and provides suggestions on how to teach science that supports children's development across domains.

Provides information on start of STEM education in early childhood: fundamental concepts about deeper learning about environmental science and plant biology, critical thinking skills and problem solving; parent and teacher support of early STEM learning; and need of robust training for teachers in early childhood.

High levels of aggressive behaviors were observed during the transition times in two self-contained special education classrooms: a kindergarten and pre-kindergarten. The present case studies examine how modifying the classroom infrastructure impacts students' aggressive behavior.

Incorporating structured and planned physical activity breaks into classroom transition times is an inexpensive and effective technique to increase children's physical activity during school hours. The purpose of this paper is to provide a simple, cost-effective method that incorporates structured physical activity into the preschool curriculum through classroom based physical activity breaks.

Research on instructional time in schools shows that loss of instructional time during transition periods may result in decreased academic achievement (Berliner, 1990). The current study evaluated the effects of both alpha and beta commands on response latency within a multiple baseline design across participants for students who did not respond adequately to teacher-led transitions.