Publication Date
| In 2025 | 6 |
Descriptor
| Kindergarten | 6 |
| Computation | 5 |
| Thinking Skills | 4 |
| Mathematics Instruction | 3 |
| Young Children | 3 |
| Arithmetic | 2 |
| Early Childhood Education | 2 |
| Foreign Countries | 2 |
| Grade 1 | 2 |
| Learner Engagement | 2 |
| Preschool Education | 2 |
| More ▼ | |
Source
| Mathematics Teacher: Learning… | 2 |
| Child Development | 1 |
| Education and Information… | 1 |
| International Journal of STEM… | 1 |
| Journal of Research on… | 1 |
Author
| A. Y. M. Atiquil Islam | 1 |
| Anna Markel | 1 |
| Anne Ottenbreit-Leftwich | 1 |
| Becky Holden | 1 |
| Bei Zeng | 1 |
| Brune Hennequin | 1 |
| Catherine Thevenot | 1 |
| Chepina Rumsey | 1 |
| Céline Poletti | 1 |
| Gwo-Jen Hwang | 1 |
| Holly Tate | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 6 |
| Reports - Research | 4 |
| Guides - Classroom - Teacher | 1 |
| Reports - Descriptive | 1 |
Education Level
| Early Childhood Education | 6 |
| Elementary Education | 6 |
| Kindergarten | 6 |
| Primary Education | 6 |
| Grade 1 | 2 |
| Preschool Education | 2 |
| Grade 2 | 1 |
Audience
| Teachers | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkXinli Zhang; Yuchen Chen; Lailin Hu; Gwo-Jen Hwang; Yun-Fang Tu – International Journal of STEM Education, 2025
Background: In the digital age, fostering young children's computational thinking (CT) and executive functions (EFs) through programming has emerged as a significant research issue. While unplugged programming activities are commonly adopted in preschools, robot programming activities have recently gained attention for the potential to enhance…
Descriptors: Thinking Skills, Computation, Executive Function, Programming
Zuofei Geng; Bei Zeng; A. Y. M. Atiquil Islam; Xuanyi Zhang; Jin Huang – Education and Information Technologies, 2025
Computational thinking (CT) is widely recognized as a fundamental skill in the information age. However, within the context of Chinese early childhood education (ECE), CT remains underrepresented, with a notable gap in the availability of developmentally appropriate and rigorously validated assessment tools designed specifically for…
Descriptors: Mental Computation, Test Validity, Kindergarten, Young Children
Holly Tate; Anna Markel – Mathematics Teacher: Learning and Teaching PK-12, 2025
In the primary grades, engaging in counting collections provides students with regular opportunities to make sense of numbers in dynamic ways, build social skills, and communicate about mathematics. This article aims to guide elementary educators through a team's process of planning and implementing counting collections in kindergarten. Counting…
Descriptors: Kindergarten, Early Childhood Education, Elementary School Mathematics, Mathematics Instruction
Céline Poletti; Marie Krenger; Marie Létang; Brune Hennequin; Catherine Thevenot – Child Development, 2025
Our study on 328 five- to six-year-old kindergarteners (mainly White European living in France, 152 girls) shows that children who do not count on their fingers and undergo finger counting training exhibit drastic improvement in their addition skills from pre-test to post-test (i.e., accuracy from 37.3% to 77.1%) compared to a passive control…
Descriptors: Kindergarten, Young Children, Foreign Countries, Mathematics Skills
Jody Guarino; Chepina Rumsey; Sue Kim; Becky Holden – Mathematics Teacher: Learning and Teaching PK-12, 2025
The same and different routine offers an opportunity to build a strong foundation for future grades while also deepening the experiences of prekindergarten and transitional kindergarten students. Students have opportunities to make sense, share ideas, and engage in the ideas of others. We conjecture this type of experience supports students and…
Descriptors: Preschool Education, Kindergarten, Preschool Children, Communication Skills
Kristina M. Tank; Tamara J. Moore; Anne Ottenbreit-Leftwich; Zarina Wafula; Lin Chu; Sohheon Yang – Journal of Research on Technology in Education, 2025
This study investigates the integration of computational thinking (CT) into early elementary literacy, focusing on kindergarten to second grade students, using multiple representations to understand their ideas of CT. Through clinical task-based interviews with 12 students, we found that concrete manipulatives, pictorial/graphical representations,…
Descriptors: Early Childhood Education, Computation, Thinking Skills, Inclusion
