Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
4.8
2.5
Journals
Education Sciences
Special Issues
Child Development and Education: Modern Trends in Research and Practice
share announcement

Child Development and Education: Modern Trends in Research and Practice

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Early Childhood Education".

Deadline for manuscript submissions: closed (1 December 2022) | Viewed by 13281

Special Issue Editors

Dr. Aleksander N. Veraksa

E-Mail Website
Guest Editor
Faculty of Psychology, Lomonosov Moscow State University, Moscow 119991, Russia
Interests: cultural-historical psychology; child cognitive and emotional development; executive functions
Special Issues, Collections and Topics in MDPI journals
Dr. Yulia Solovieva

E-Mail Website
Guest Editor
1. Faculty of Psychology, Autonomous University of Puebla, Puebla, México
2. Institute of Neuropsychology and Psychopedagogy of Puebla, Puebla, México
Interests: child neuropsychology; educational psychology; developmental psychology; cultural psychology approach; methodology of teaching

Special Issue Information

Dear Colleagues,

This Special Issue is devoted to development of children and education technology in digital world. The process of digitalization became an integral part of a child’s social situation of development in terms of Vygotsky, and has influenced the educational process at all stages.

We welcome results of theoretical and empirical research aimed at understanding of preschool and school-children development, as well as transformation of educational systems in different countries.

In this Special Issue, original research articles and reviews are welcome. Research areas may include (but not limited to) the following:

  • Bi and multilingual development: opportunities and risks;
  • Big Data in childhood studies;
  • Child development in a multicultural context;
  • Child health in the context of digitalization;
  • Digital socialization of a child at different stages of development;
  • Digitalization of educational process: challenges and perspectives;
  • Educator and digital technologies: experience of use and effective practices;
  • Family context and the adult as a mediator of the digitalization of childhood;
  • Philosophy of digital education;
  • Psychological science to help digital app developers and children's content creators;
  • Psychology of assimilation of mathematics in kindergarten and at school;
  • Psychology of play and toys;
  • Sustainable development and ecological consciousness in the context of digitalization;
  • The impact of digitalization on cognitive and emotional development of children.
  • We look forward to receiving your contributions.

Dr. Aleksander N. Veraksa
Dr. Yulia Solovieva
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • child development
  • digitalization
  • education
  • preschool
  • school
  • education technology

Published Papers (5 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

16 pages, 15365 KiB  
Article
Teacher-Developed Computer Games for Classroom and Online Reinforcement Learning for Early Childhood
by María de los Ángeles Tárraga-Sánchez, María del Mar Ballesteros-García and Héctor Migallón
Educ. Sci. 2023, 13(2), 108; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci13020108 - 19 Jan 2023
Cited by 3 | Viewed by 2173
Abstract
During the recent period of confinement, educational institutions and teachers worked together to provide online teaching to enable students to acquire the competencies of each educational level. Efforts mainly focused on secondary and higher education and, to a lesser extent, on primary education. [...] Read more.
During the recent period of confinement, educational institutions and teachers worked together to provide online teaching to enable students to acquire the competencies of each educational level. Efforts mainly focused on secondary and higher education and, to a lesser extent, on primary education. Although these efforts have been useful, it is important to take advantage of them and continue using both the resources developed and the know-how obtained during this period. In this paper, we present an online education proposal with a focus on preschool education that was initially developed during the lockdown period for students between three and five years old, and which continues to form an important part of the curricular content in current face-to-face teaching. We discuss the adaptation and successful use of this proposal in the post-confinement period, in which a return to face-to-face education has taken place. It is important to note that this proposal is aimed at a generation of students who are already digital natives, and it is necessary to pay attention to both the content and the design of the proposed computer games, in addition to maintaining the motivation of the students. One of the differentiating characteristics of this proposal is that the interactive resources developed here were designed, developed and adapted by the preschool children’s teachers themselves, without requiring computer science skills. The proposed methodology provides dynamic resources that evolve alongside the students. Therefore, our proposal is composed of both the methodology for the development of the computer games of the game-based part of our curricular project, and the project itself. Two examples of this project are presented. We show how the methodology allows the design and adaptation of computer games for specific school groups at specific learning stages. Full article
(This article belongs to the Special Issue Child Development and Education: Modern Trends in Research and Practice)
►▼ Show Figures

Figure 1

14 pages, 854 KiB  
Article
Characteristics of Parental Digital Mediation: Predictors, Strategies, and Differences among Children Experiencing Various Parental Mediation Strategies
by Natalia Rudnova, Dmitry Kornienko, Yuri Semenov and Vladimir Egorov
Educ. Sci. 2023, 13(1), 57; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci13010057 - 4 Jan 2023
Cited by 4 | Viewed by 3433
Abstract
The process of digitalization has become an integral part of the social situation of a child’s growth in the modern world. Child development in the digital environment demands the involvement of adults as mediators. This practice is called parental digital mediation. Previous studies [...] Read more.
The process of digitalization has become an integral part of the social situation of a child’s growth in the modern world. Child development in the digital environment demands the involvement of adults as mediators. This practice is called parental digital mediation. Previous studies have identified the significant parental and environmental aspects of parental mediation, but there has been little information about the relationships between the children’s characteristics and parental digital mediation. The current study aims to fill this gap by identifying the behavioral (social network and screen time) and emotional (social network addiction and happiness) predictors of the two dimensions of digital mediation: parental support and parental control. The study also examines the differences among children influenced by various parental mediation strategies. A total of 4011 students (42% male and 58% female) ranging in age from 13 to 15 years (M = 14.07; SD = 0.76) took part in the study. The parental mediation of their children’s internet use, social media addiction, social network time, screen time, and happiness were measured. According to the results, both the behavioral and emotional characteristics of the children served as predictors of parental mediation. A small amount of time spent on social networks or screens and low social media addiction and happiness were identified as the predictors of parental support, whereas a large amount of time spent on social networks and screens and low social media addiction were identified as the predictors of parental control. Three groups of children experiencing different parental mediation strategies were determined. The children with parents who enabled mediation were happier than the others. Children under instructive mediation demonstrated the highest tendency to social media addiction. Children under selective mediation spent the most time (of all groups) on gadgets, but they showed a low tendency towards social media addiction. Full article
(This article belongs to the Special Issue Child Development and Education: Modern Trends in Research and Practice)
►▼ Show Figures

Figure 1

14 pages, 240 KiB  
Article
Emotional Sensibility Observation Scale: Measuring Quality Relationships and Early Childhood Educators’ Emotional Perceptibility in Responding to Children’s Cues
by Wendy Saeme Lee
Educ. Sci. 2023, 13(1), 9; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci13010009 - 21 Dec 2022
Viewed by 2001
Abstract
An educator’s ability and willingness to be perceptive and responsive to the cues of children in Early Childhood Education and Care (ECEC) settings can affect the quality of the relationships built. Although several instruments that aim to measure quality relationships currently exist, these [...] Read more.
An educator’s ability and willingness to be perceptive and responsive to the cues of children in Early Childhood Education and Care (ECEC) settings can affect the quality of the relationships built. Although several instruments that aim to measure quality relationships currently exist, these instruments are often not exclusive to the educator–child dynamic, fail to be context-sensitive, and do not mitigate scope for observer subjectivity. The Emotional Sensibility Observation Scale (ESOS) was developed in collaboration with ECEC stakeholders (teachers, educators, centre directors, and researchers) in Australia to address the aforementioned gaps while acknowledging the unique relationships between educators and children in ECEC settings. It is proposed in the paper that the ESOS may serve as a useful tool for researchers and educators to assess Early Childhood (EC) educators’ ability to accurately read and respond to children’s cues and to measure the quality of relationships built over time. Full article
(This article belongs to the Special Issue Child Development and Education: Modern Trends in Research and Practice)
13 pages, 449 KiB  
Article
The Relationship between Executive Functions and Dance Classes in Preschool Age Children
by Elena Chichinina, Daria Bukhalenkova, Alla Tvardovskaya, Yury Semyonov, Margarita Gavrilova and Olga Almazova
Educ. Sci. 2022, 12(11), 788; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12110788 - 4 Nov 2022
Cited by 2 | Viewed by 2538
Abstract
The development of executive functions is of the utmost importance for academic success at school and the social adaptation of children. Dance class attendance is one of the factors promoting the development of these functions in children. This study was aimed to explore [...] Read more.
The development of executive functions is of the utmost importance for academic success at school and the social adaptation of children. Dance class attendance is one of the factors promoting the development of these functions in children. This study was aimed to explore the relationship between extra dance class attendance and executive functions in preschool age children. The executive function level was assessed using NEPSY-II subtests “Sentences Repetition”, “Memory for Designs”, “Inhibition”, “Statue”, and “Dimensional Change Card Sort”. The data on extra dance classes were collected by means of a questionnaire for parents. In the study, 86 typically developing 5–6-year-old children participated. No statistically significant differences in executive functions’ levels were discovered in children taking only extra dance classes for at least 6 months and children taking no extra classes. The obtained data plays an important role for the design of further investigations of the topic. Full article
(This article belongs to the Special Issue Child Development and Education: Modern Trends in Research and Practice)
►▼ Show Figures

Figure 1

10 pages, 277 KiB  
Article
The Effect of Kindergarten Classroom Interaction Quality on Executive Function Development among 5- to 7-Year-Old Children
by Daria Bukhalenkova, Aleksander Veraksa and Apollinaria Chursina
Educ. Sci. 2022, 12(5), 320; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12050320 - 3 May 2022
Cited by 4 | Viewed by 2299
Abstract
The present research addresses the impact of preschool classroom interaction quality on executive function development. CLASS methodology was used to assess the quality of teacher–child interaction in kindergarten groups; “Inhibition”, “Memory for Designs”, and “Sentences Repetition” subtests from the NEPSY-II (memory for designs, [...] Read more.
The present research addresses the impact of preschool classroom interaction quality on executive function development. CLASS methodology was used to assess the quality of teacher–child interaction in kindergarten groups; “Inhibition”, “Memory for Designs”, and “Sentences Repetition” subtests from the NEPSY-II (memory for designs, sentences repetition, inhibition) and Dimensional Change Card Sort were used for the evaluation of executive functions. Repeated measures were performed to assess the children’s progress, based on the quality of the educational environment in their group. The total sample consisted of 447 children (48.5% boys and 51.5% girls). ANOVA and linear regression analysis demonstrated that children’s progress in executive function development varies for low- and high-quality classrooms. Furthermore, different predictive potential of CLASS domains was shown for the development of executive function components in preschool children. Full article
(This article belongs to the Special Issue Child Development and Education: Modern Trends in Research and Practice)
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-5
Back to TopTop