Relations between play skills and mathematical skills in toddlers

Play is central to children’s learning and development in the early years, including the learning of mathematics. The aim of the present study was to explore how play skills are related to mathematical skills in toddlers by examining the correlations between different kinds of play skills and mathematical skills, and how level of play skills is related to mathematical skills. The participants were 1088 toddlers in Norwegian Early Childhood and Care institutions who were observed by the staff in 3-month periods beginning when they were 2½ years old. The skills in mathematics and play were assessed by structured observation. The overall scores for play skills and the scores for all types of play skills correlated significantly with the scores for all mathematical areas and the total score for mathematics. The skills Interaction in Play and Independence in Play displayed the strongest correlations with mathematical skills. Rule-based Play was difficult for the toddlers, whereas Pretend Play and Exploring and Construction Play correlated with mathematical skills and may be types of play that are more suitable when introducing mathematics in toddler groups. When the group of toddlers was divided into three subgroups according to their level of play skills, the level of play skills was strongly related to the level of mathematical skills. Toddlers with weak, middle or strong play skills also exhibited corresponding low, medium or high levels of mathematics skills, which emphasises the importance of understanding the relations between play and mathematical learning when working with toddlers.publishedVersio

Development of motor-life-skills: variations in children at risk for motor difficulties from the toddler age to preschool age

This is an Accepted Manuscript of an article published by Taylor & Francis in the European Journal of Special Needs Education on 31.03.2017, available online: http://www.tandfonline.com/10.1080/08856257.2017.1306964.This article explores variations in development of everyday motor-life-skills in 661 children (329 girls and 332 boys) in Norwegian kindergartens of ages 2:9 (T1) and 4:9 (T2) years:months. The particular focus is on children at risk for problems in motor development (the 10% weakest children in the sample). The methodological approach chosen is authentic assessment, applying the Early Years Movement Skills Checklist (EYMSC). All correlations between motor-life-skills at ages 2:9 and 4:9 are statistically significant (p < 0.01), varying between r = 0.26 to 0.38 for the four section scores of EYMSC (Self-help skills, Desk skills, General classroom skills and Recreational and playground skills) and r = 0.39 for the EYMSC total score. The group composition of children assumed to be at risk for motor difficulties changes considerably between ages 2:9 and 4:9. Approximately, two-thirds of the 10% weakest at T1 do not belong to the 10% weakest at T2. Logistic regression failed to identify children at risk at T1 being among the 10% weakest at T2. However, for two sections of EYMSC (Self-help skills; Recreational and Playground skills), it was possible to distinguish between stable and flux groups.acceptedVersio

Children with language difficulties: identification and adapted language provision in Early Childhood Education and Care, and subsequent assessment by the Educational Psychological Service

We investigated how children with language difficulties are identified, and which adapted provision is given in Norwegian Early Childhood Education and Care (ECEC) before referrals are made to The Educational Psychological Service (EPS), and the EPS assessment of such difficulties. A qualitative content analysis of 20 documents pertaining to four children with language difficulties were conducted, based on national regulations, national guidelines and theories on language development and language difficulties. The ECEC used observations of social settings to identify language difficulties, which mainly reported pronunciation difficulties. The EPS identified a broader spectrum of language difficulties, which was not always in accordance with ECECs observations. The adapted provision given in ECEC before the referral and in the gap between the referral and the decision on special needs assistance was lacking. This implies a need to target the gap between when a referral is made and when special needs assistance is received.publishedVersio

Preschoolers Learning by Playing with Technology

In an evolving world, where both adults and children continuously have to adapt to different and unexpected situations, the need to develop strong problem-solving skills from early years is evident. In addition, recent events such as COVID-19 that have led schools to close have highlighted the parent’s role in supporting learning. Technology should be considered a useful tool for communication and learning, both in-home and in preschool. A possible approach to enhance problem-solving skills is to play with technological devices together. This chapter results from a series of considerations on playful programming-based home learning experiences with tactile elements for preschool children. The text presents a qualitative analysis of children’s learning of problem-solving skills enhanced by this activity as well as mathematics and language. The children use the device as part of their free play. In the state of this play, the children in our examples show happiness and a form of flow that can remind of what is found in mindfulness. The findings are discussed in light of related theories on play and problem-solving. Some practical advice for teachers and parents on how to set theory into practice is included

”Nothing About Us Without Us”: the first example of inclusive research in Early Childhood Education in Norway

The term inclusive research is used in literature to describe a partnership between academics and people with intellectual disabilities, with the aim of conducting research together. This type of partnership must contain some key elements, such as addressing issues that matter to people with intellectual disabilities, and being conducted with respect and in a way that allows their views and experiences to be given weight in the research. The present article is based on a case in which, for the first time in Norway, a person with Down Syndrome has participated actively as co-researcher in a research project about early childhood education. The aim was to increase the researchers’ competence in relation to how to include all the children in an activity with a coding toy in Early Childhood Education and Care. This article is written in a partnership between two researchers, the co-researcher, and her contact person. This underlines the importance of inclusive research, showing the unique knowledge that a person with an intellectual disability can bring to a research project about inclusion. The article analyses the method developed in our case of inclusive research through the lens of Skjervheim’s theory. Results highlight that all three main elements of the theory have been realized – symmetric communication, user participation and contact person cooperation.acceptedVersio

Critical Thinking, Problem-Solving and Computational Thinking: Related but Distinct? An Analysis of Similarities and Differences Based on an Example of a Play Situation in an Early Childhood Education Setting

In the twenty-first century, four important different and intertwined domains for children’s skills have been identified: cognitive, interpersonal, intrapersonal and technical. In the cognitive domain, key terms such as critical thinking, problem-solving and computational thinking have been highlighted. Although these terms have been identified as fundamental for preschool children, the literature draws attention to early childhood teachers’ difficulty in including them in curriculum activities, which can therefore hinder children’s learning. This chapter aims to analyse the similarities and differences in the characteristics of the three terms computational thinking, problem-solving and critical thinking. Such analysis of the terms will be of importance, both for further research in the area and for clarification in communication with teachers. In this way, the concepts may be more accessible for teachers. In particular, in this chapter, the concepts will be analysed and explained through an example from an educational setting where a group of children and a teacher play together with a digital toy

Nordic approaches to evaluation and assessment in early childhood education and care

This paper presents and discusses the findings of a collaborative investigation into Nordic approaches to evaluation and assessment in early childhood education and care. The project explored values and principles that underpin and guide evaluation in ECEC systems and practices in five Nordic countries: Denmark, Finland, Iceland, Norway and Sweden. The qualitative study combined documentary analysis with interviews with early childhood educators, academics and policy makers. The study was commissioned by the Nordic Council of Ministers in order to shed light on the values and principles that have guided the evaluation and assessment of the quality of early childhood education and care in the various Nordic countries, the ways in which evaluation and quality assessment has been developed in the Nordic countries and the parties responsible for carrying out the evaluation and assessment. Central to our exploration was whether a coherent Nordic approach exists and what characteristics distinguish it from other possible models of ECEC system evaluation. This question has gained relevance in global contexts of International Large-scale Standardised Assessments in ECEC, promoted most prominently the Organisation for Economic Co-operation and Development (OECD). Our findings confirm the existence of a Nordic approach, consisting of a shared and coherent understanding of the underpinning values, the purpose and the appropriate methodologies across several dimensions of comparison between countries as well as within countries. Shared values and principles include well-being, child-centredness, play, learning, professionalism and reducing inequalities. Shared purpose of evaluation is to provide relevant information to improve the quality of the ECEC system. In consequence, the focus is on evaluating settings and systems that enable children to thrive, rather than assessing individual children. Nonetheless, the Nordic model must be carefully interpreted in its specific contexts. Much responsibility is delegated to the municipality level, leading to local variations and influences. More generally, we found the Nordic approaches to evaluation and assessment in ECEC firmly situated in a Nordic model of governance that emphasises decentralisation and values local democracy. We discuss the implications of this for international comparative research in ECEC, for further research into the relationship between the central and the local in ECEC and for the possibility of an explicit Nordic contribution to informing the global ECEC policy debate.publishedVersio

Relations between motor skills and language skills in toddlers and preschool-aged children

The purpose of this longitudinal study is to (1) examine the relations between language and motor-life skills in toddlers and preschool-aged children (n = 646) in real-life situations; and (2) to explore how the level of motor-life skills in toddlers (2 years and 9 months, T1) is related to language skills at preschool age (4 years and 9 months, T2). Data were collected through structured observation during play and daily life activities (authentic assessment) by staff in Norwegian Early Childhood Education and Care institutions. The correlations between motor-life skills and language skills at T1 were significant but small (r = .12 to .29) and were somewhat stronger at T2 (r = .18 to .46). The correlation between motor-life skills at T1 and language skills at T2 (total score) was small (rho = .25) but significant. However, the subgroups with weak and strong motor-life skills at T1 differed significantly in language skills at T2 (effect size: .40). These findings support and complement previous research, which indicates significant relations between the level of motor-life skills in toddler age and language skills in preschool age.publishedVersio

Relations between reading skill level in fifth grade and functional language skills at toddler age

This retrospective study, undertaken in Norway, examines how reading skills level in 851 fifth graders are related to how the children used their language skills in play and everyday activities as toddlers. Data were collected with the Norwegian National Reading Test and through structured observations by staff in Early Childhood Education institutions using the TRAS (Early Registration of Language Skills) instrument. Children with low reading skills had lower language skills than the group with high reading skills for both TRAS total and the different TRAS sections; effect sizes varied from small to moderate. The group with moderate reading skills had better results for TRAS total than the group with low reading skills but weaker results than the group with high reading skills. In the TRAS sections, whether the moderate skills group differed from the other groups varied. The results imply the need for early intervention to start at toddler age.publishedVersio

ECEC Teachers' methods and approaches in leading the children in play with coding toys

This systematic literature review aims to identify the ECEC educators' methods and approaches used by the ECEC educators for leading and supporting children in play with coding toys, especially with an emphasis on children's problem-solving approach, mathematical knowledge, and communication skills. Research questions: RQ1: Which concepts or terms are more employed when coding toys are utilised in ECEC? RQ2: What are the teachers' opinions regarding the introduction of coding toys in ECEC? RQ3: How do the teachers approach and use coding toys? RQ4: What types of output in children's development do the teachers support in implementing the coding toys? Databases searched: INTERNATIONAL: • ERIC • SCOPUS • WEB OF SCIENCE • ACADEMIC SEARCH ULTIMATE NORWEGIAN: • IDUNN • NB-ECEC The period examined: 2012(Januar)-2022(May) Key search terms: (programming OR coding OR computational thinking OR robot*) AND (kindergarten OR preschool OR early childhood OR children) AND teachin