松散的角色游戏鼓励自发的科学,技术,工程和数学 (STEM) 行为
Ozlem Cankaya1, Natalia Rohatyn-Martin2, Karen Buro3
1Department of Early Learning and Curriculum Studies, MacEwan University, Edmonton, AB, Canada. cankayao@macewan.ca.
Communications psychology
|December 5, 2025
概括
孩子 孩子 孩子 孩子
科学领域:
- 幼儿教育 儿童早期教育
- 在STEM学习中学习.
- 基于游戏的学习
背景情况:
- 松散的部件,像棒子和纸板这样的多功能材料,被推用于早期的STEM学习.
- 有限的研究存在于儿童的室内STEM行为与松散的部分.
研究的目的:
- 为了检查儿童早期的STEM行为和参与与松散的部分与有限功能的玩具在非结构化的游戏.
- 研究认知功能,执行功能和家庭学习环境对这些行为的影响.
主要方法:
- 一个在受试者内部的实验设计,涉及60名儿童 (年龄为3-7岁).
- 在玩和控制玩具时观察STEM行为.
- 认知和执行功能的标准化评估,以及家长对家庭学习环境的报告.
主要成果:
- 与对照玩具相比,儿童与松散的部位表现出明显更多的STEM行为.
- 根据性别,STEM行为没有发现显著差异.
- 认知功能,特别是语言理解,预测了STEM参与. 执行职能和父母的态度预测了结构建设.
结论:
- 松散的部件为促进儿童早期的STEM学习提供了宝贵的机会.
- 个人认知能力和家庭学习环境是影响 STEM 发展中松散角色发挥的好处的重要因素.
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