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To support preschool children’s learning about data in an applied way that allows children to leverage their existing mathematical knowledge (i.e. counting, sorting, classifying, comparing) and apply it to answering authentic, developmentally appropriate research questions with data. To accomplish this ultimate goal, a design-based research approach [1] was used to develop and test a classroom-based preschool intervention that includes hands-on, play-based investigations with a digital app that supports and scaffolds the investigation process for teachers and children. This formative study was part of a codesign process with teachers to elicit feedback on the extent to which the series of investigations focused on data collection and analysis (DCA) and the teacher-facing app were (a) developmentally appropriate, (b) aligned with current preschool curricula and routines, (c) feasible to implement, and (d) included design elements and technology affordances teachers felt were useful and anticipated to promote learning. Researchers conducted in-depth interviews (n=10) and an online survey (n=19) with preschool teachers. Findings suggest that teaching preschoolers how to collect and analyze data in a hands-on, play-based, and developmentally appropriate way is feasible and desirable for preschool teachers. Specifically, teachers reported that the initial conceptualization of the investigations were developmentally appropriate, aligned with existing curricular activities and goals, was adaptable for the age and developmental readiness of young children, and that the affordances of the technology are likely to allow preschool children to engage meaningfully in data collection, visualization, and analysis. Findings also suggest that this approach to supporting preschool teachers and children to learn about and conduct DCA merits further study to ensure productive curricular implementation that positively influences preschoolers’ learning. These findings were used to revise the investigations and app, which showed positive outcomes when used in classrooms [2], which add to the scant literature on DCA learning for pre-schoolers and provides insights into the best ways to integrate technology into the classroom.
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Relations between preschooler social competence and coping tactics during resource‐based conflicts
Abstract Although peer conflict is a common experience in preschool classrooms, few studies have examined relations between coping with peer conflict and social competence (SC) in preschool samples. In this study, 166 preschoolers (95 male) were observed during dyadic play episodes designed to induce a resource‐based conflict. Coping tactics were coded using Zimmer‐Gembeck and Skinner’s framework, and their relations with indicators of SC, assessed using direct observations and sociometric interviews, were tested. On average, dyadic play episodes produced 4.19 conflict events per partner, with children’s most common tactics being verbal and/or physical assertions (29% and 17% of all conflict events, respectively). Coping tactics showed moderate correspondence with current taxonomies, and regression analyses with SC demonstrated partial correspondence to studies of older children. Cooperative tactics reflected higher levels of SC, particularly for boys, and failure to cope with the dilemma (i.e., perseveration) reflected lower levels of SC. The use of disengaged tactics was not associated with SC, and only few differences in coping tactic use were associated with the dyad gender composition. Results suggest that coping tactics during resource‐based conflicts among preschoolers are associated with measures of SC and, with slight adjustments, map onto existing frameworks.
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- Award ID(s):
- 1651189
- PAR ID:
- 10455693
- Publisher / Repository:
- Wiley-Blackwell
- Date Published:
- Journal Name:
- Social Development
- Volume:
- 29
- Issue:
- 4
- ISSN:
- 0961-205X
- Page Range / eLocation ID:
- p. 1051-1070
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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