Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

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The recent decade has seen increased attention focused on understanding category formation–a cognition ability of preschool aged children. Children organize their knowledge about real-world objects by categorizing them under some common properties or functions. The advancement and popularity of mobile devices with touch screens provide a good opportunity for young children to learn and practice. In this study, an approach that models structural and functional categorization knowledge for developing mobile learning systems with dynamic categorization exemplars is proposed. A mobile application was implemented based on the proposed model for pre-schoolers (aged 3–6 years). Moreover, the quasi...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Educational technology research has found that parents of young children widely share concerns about extended screen time, lack of physical activity, and lack of social interaction. Kid Space was developed to address these concerns by enabling multi-modal and immersive collaborative play-based learning. Kid Space utilizes multiple sensing technologies with an immersive physical space through a human-scale wall projection and incorporates a conversational AI agent to interact with children, understand individual progress, and personalize learning experiences in a blended physical and digital environment. To evaluate Kid Space in the wild, we conducted a multi-method user study involving a...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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This paper reports on the design, implementation, and refinement of Play with AI (PL-AI), a developmentally appropriate curriculum designed to introduce foundational artificial intelligence (AI) concepts to pre-kindergarten and kindergarten children. Using a design-based research (DBR) approach, two pre-K and two kindergarten teachers co-designed, piloted, and refined seven sequenced activities integrating unplugged play (e.g., children composing and testing “how-to” algorithms), tangible coding (e.g., programming Bee-Bot or Ozobot to follow paths), and guided dialogue with a social AI robot (e.g., comparing children's story endings with the robot's). The study addressed two research...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

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Artificial intelligence (AI) tools are increasingly being used in the field of early childhood education (ECE) to enhance learning and development among young children. Previous proof-of-concept studies have demonstrated that AI can effectively improve teaching and learning in ECE; however, there is a scarcity of knowledge about how these studies are conducted and how AI is used across these studies. We conducted this scoping review to evaluate, synthesize and display the latest literature on AI in ECE. This review analyzed 17 eligible studies conducted in different countries from 1995 to 2021. Although few studies on this critical issue have been found, the existing references provide up-...

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Tipo: artículo

Metodología: trabajo teórico

Temas: migración y acogida

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Este artículo se centra en la enseñanza de español como L2 a niños inmigrantes y/o hijos de inmigrantes ya nacidos en España y que se encuentran escolarizados en la Educación Infantil. Se trata de un nivel educativo cada vez más relevante en la enseñanza-aprendizaje de español como L2 para el que no todos los docentes están preparados. Este docente debe dar respuesta a las exigencias curriculares de este nivel educativo y, al mismo tiempo, enseñar español en un contexto donde conviven hispanoparlantes con aprendientes de español. En este sentido, este trabajo pretende colaborar en ofrecer reflexiones teórico-prácticas que ayuden a los maestros de Educación Infantil a desarrollar esta labor....

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

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This study investigates the effectiveness of multisensory learning (MSL) compared to traditional (TRD) teaching methods in enhancing English vocabulary acquisition among English as a foreign language (EFL) kindergarten-aged learners in Amman, Jordan. A total of 49 children were divided equally into two groups: one receiving traditional instruction and the other exposed to multisensory techniques, including visual aids, auditory input, specific activities, and experiences. Pre- and post-tests were used to assess vocabulary retrieval through two tasks. Descriptive statistics revealed that the MSL group outperformed the TRD group in both tasks, with higher mean scores and reduced variability, indicating more consistent learning outcomes. An independent sample t -test confirmed that these differences were statistically significant. The...

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Tipo: libro

Metodología: revisión bibliográfica

Temas: enseñanza a niños

Resumen:

This book synthesises research on very early language learning in pre-primary organised instruction settings such as kindergarten, nursery or afternoon classes. Using a framework of ecological development, it investigates the nested systems in which very young learners operate, the other agents involved in each of these systems and the influence these agents have on children's foreign language learning. It explores the ecosystems of the individual learner and their family, educational institutions, general social climate and language education policies, resulting in a holistic view of early language learning and the key transitions into and out of pre-primary formal instruction settings.

This is the first book to gather research to date on very young learners in formal settings, offering a comprehensive state of the art to...

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