Search Results (20)

The success of STEM education in early childhood education is reliant on the pedagogical practices of teachers. Effective teaching of STEM requires specific knowledge of the four disciplines of STEM, appropriate teaching and learning methods and relevant experiences. In Saudi Arabia the teaching of STEM is a relatively new field, and this paper outlines a research project to promote the teaching and learning of STEM through professional development workshops. The research is informed by Vygotsky’s cultural-historical/socio-cultural theory, acknowledging the crucial role of social interaction and cultural context in a collaborative learning environment. To evaluate the project, a mixed methods approach was used involving the collecting, analyzing, and interpreting of quantitative and qualitative data. Surveys were conducted before and after professional development as well as semi-structured interviews. The findings indicate positive shifts in attitudes and enthusiasm among early childhood educators to teach STEM following the professional development program. However, the practical implementation remains a challenge due to the perceived lack of suitable resources, support from school leadership and the need for ongoing coaching and mentoring. Full article

The integration of Artificial Intelligence (AI) into early childhood education presents new opportunities and challenges in fostering cognitive, social, and emotional development. This theoretical discussion synthesizes recent research on AI’s role in personalized learning, educational robotics, gamified learning, and social-emotional development. The study explores theoretical frameworks such as Vygotsky’s Sociocultural Theory, Distributed Cognition, and the Five Big Ideas Framework to understand AI’s impact on young learners. AI-powered personalized learning platforms enhance engagement and adaptability, while robotics and gamification foster problem-solving and collaboration. Additionally, AI tools support children with disabilities, promoting inclusivity and accessibility. However, ethical concerns related to privacy, bias, and teacher preparedness pose challenges to effective AI integration. Furthermore, the long-term effects of AI on children’s social skills and emotional intelligence require further investigation. This theoretical discussion emphasizes the need for interdisciplinary collaboration to develop AI-driven educational strategies that prioritize developmental appropriateness, equity, and ethical considerations. The findings highlight AI’s potential as a transformative educational tool, provided it is implemented thoughtfully and responsibly. The paper aims to address the following research question: How can artificial intelligence (AI) be meaningfully and ethically integrated into early childhood education to enhance learning, while preserving developmental and relational values? Full article

Drawing on data from a three-year longitudinal study of 56 Chinese–Canadian families with early elementary school-aged children, this study explores Chinese immigrant parents’ lived-through emotional experiences of heritage language maintenance (HLM). Informed by Vygotsky’s concept of perezhivanie, thematic analysis of annual interview data reveals the mixed and refracted nature of parental emotions involved in Chinese language preservation and bilingual child-rearing. These emotional experiences were profoundly shaped by the intersection of environmental, personal, and situational factors and were deeply entangled with parents’ perceptions of and attitudes toward their children’s heritage language learning and use at home. The emotional work involved significantly influenced the parents’ language and literacy planning and HLM practices. By foregrounding the emotional dimensions of heritage language education, this study offers important implications for educational stakeholders seeking to support immigrant parents both emotionally and practically in raising bilingual children in the host country. Full article

The study investigates the universal design for learning (UDL) framework, utilizing neuroscience-based principles to support all children, particularly those with autism spectrum disorder (ASD), within inclusive preschool environments. Highlighting the critical nature of early childhood for cognitive and social development, it examines practical UDL strategies implemented through a case study of five preschoolers, aged between 4 and 8 years, conducted from September 2023 to May 2024. The research employs observation aligned with UDL guidelines version 3.0., focusing on skill development in communication and social interaction. In the study, children’s skill development has been assessed using Vygotsky’s Zone of Proximal Development as the measurement framework. This concept underscores the importance of providing appropriate support and scaffolding to facilitate learning within a child’s optimal development zone. By integrating Vygotsky’s principles, the research highlights how tailored, supportive strategies—aligned with UDL’s emphasis on flexible, individualized support—can effectively bridge the gap between current abilities and potential, fostering meaningful skill acquisition and social growth. Findings affirm the effectiveness of UDL principles in facilitating inclusion and growth, emphasizing the importance of teacher competence in successful implementation. Full article

Background: According to Vygotsky’s sociocultural theory, private speech functions both as a tool for thought regulation and as a transitional form between outer and inner speech. However, its role in adult second language (L2) learning—and the neural mechanisms supporting it—remains insufficiently understood. This study thus examined whether private speech facilitates L2 oral production and investigated its underlying neural mechanisms, including the extent to which private speech resembles inner speech in its regulatory function and the transitional nature of private speech. Methods: In Experiment 1, to identify natural users of private speech, 64 Chinese-speaking L2 English learners with varying proficiency levels were invited to complete a picture-description task. In Experiment 2, functional near-infrared spectroscopy (fNIRS) was used to examine the neural mechanisms of private speech in 32 private speech users identified in Experiment 1. Results: Experiment 1 showed that private speech facilitates L2 oral production. Experiment 2 revealed that private and inner speech elicited highly similar patterns of functional connectivity. Among high-proficiency learners, private speech exhibited enhanced connectivity between the language network and the thought-regulation network, indicating involvement of higher-order cognitive processes. In contrast, among low-proficiency learners, connectivity was primarily restricted to language-related regions, suggesting that private speech supports basic linguistic processing at early stages. Furthermore, both private and outer speech showed stronger connectivity in speech-related brain regions. Conclusions: This is the first study to examine the neural mechanisms of private speech in L2 learners by using fNIRS. The findings provide novel neural evidence that private speech serves as both a regulatory scaffold and a transitional form bridging outer and inner speech. Its cognitive function appears to evolve with increasing L2 proficiency. Full article

In education broadly, and in dual language bilingual education (DLBE) specifically, advocacy for marginalized student populations is recognized as a teacher’s responsibility. Yet, advocacy represents both an orientation and a skill set that teachers must develop. Therefore, there is a need to better understand how teachers can be supported in developing their capacity to advocate. Approaching advocacy in terms of teacher agency and authority, we look at one form of professional learning support, instructional coaching. In this comparative qualitative case study, we explore how one experienced instructional coach collaborated with four DLBE teachers to help them develop as agentive advocates for their students. We draw on the Vygotsky space theoretical model to understand the four cases and suggest augmentations to the model based on the findings and analysis. Though all teachers made progress in growing as agentive advocates, the constructivist Vygotsky space model highlights the differences in pace, scope, and action among them. The cases also suggest three points in the existing model where the coach appeared to influence teacher growth: Encounter, appropriation, and pre-publication. Insights into coaching, advocacy, and the Vygotsky space model have implications for supporting teachers in agentively advocating for marginalized students in their charge and beyond. Full article

This paper interprets the theories of Vygotsky through the lenses of creativity in education and learning design using technology. It is important to address the role of the teacher in today’s technology-enhanced classrooms. This initiative has not been addressed, and it may lead to new ways of thinking about creativity in today’s teaching profession. Teachers’ roles have shifted from instructors to designers of effective scenarios for technology-enhanced learning. In this context, teachers need to be able to creatively connect pedagogy, content, and technology in learning design. The work of Vygotsky emphasizes the role of the teacher when assessing the learner’s developmental level, by tailoring the teaching so that it falls within the zone of proximal development. The procedure leads to new knowledge, indicating a creative process. Language as a tool now has new means to be transmitted—new technologies. Considering these connections, questions need to be re-addressed: What is the connection between creativity and the zone of proximal development? How has the learning design field shifted the role of the teacher and how does this relate to (1) the theory of cognitive development from a constructivist perspective and (2) the theory of the zone of proximal development? What are the connections between the new role of the teacher as a designer with creativity and technology in the zone of proximal development? In this paper, we synthesize the knowledge between creativity in learning design using technology and Vygotsky’s theories, concluding with an interpretation of how the teacher can be assisted by his theories and synchronous technologies in creative learning design. Full article

The number of English language learners, often referred to as emergent multilinguals (EMs), in schools has significantly increased over the last decade, and teachers are not fully prepared to teach this growing population because of limited training and a lack of skills necessary to address academic needs in both language and content. This mixed-methods study explored the effectiveness of an online professional development (PD) to increase teachers’ knowledge, skills, use, and self-efficacy in teaching science, technology, engineering, math, and social studies (STEMSS) content and the English language in tandem. Vygotsky’s socio-cultural theory and Lave and Wenger’s community of practice theory guided the development, documentation and analysis of the impact of the professional development. Twenty-four Arizona K-12 teacher participants completed a pre-survey, an online PD, and, finally, a post-survey and interview. Dependent t-test results provided evidence the PD significantly increased participants’ self-reported knowledge, use, and self-efficacy to support EMs’ academic vocabulary in content areas. The impact of the PD on these three constructs was further supported with data-driven themes generated from the interview data. Participants overwhelmingly valued the peer interaction for increasing their knowledge and understanding of effective pedagogical practices and their self-efficacy in supporting EMs in their classrooms. Full article

Inclusive education has gained recognition worldwide, with schools and universities adopting various approaches to prioritize inclusivity. However, the challenges faced by educational institutions in this process cannot be ignored. Addressing these challenges is essential in creating a more inclusive society that values and celebrates diversity. This study aims to introduce a model called the Sustainable Inclusive Framework Studio (SIF Studio), which incorporates inclusiveness principles. This model draws from Lev Vygotsky’s social constructivism and Albert Bandura’s behavior modeling theories. SIF Studio is a framework that emphasizes inclusivity, sustainability, and innovation in education. A quantitative approach is employed to explore the perceptions of teachers, parents, and students regarding the implementation of SIF Studio. The study results revealed that there is a significant difference in the perceptions of students, teachers, and parents before and after the introduction of SIF Studio. By designing and developing SIF Studio specifically for educational institutions, this research aims to bridge the gap between inclusivity goals and practical implementation while aiming for the sustainability goals alongside this. Full article

The elderly population in Ecuador is increasing rapidly, with an increasing incidence of diet-related diseases. The elderly living in the community seek alternative and complementary methods to improve their diet and quality of life. This study aimed to investigate the impact of an educational intervention on knowledge related to healthy eating among older adults. This intervention is rooted in the principles of meaningful learning and incorporates culturally adapted materials. A quasi-experimental study design was employed using a pre-test–post-test control group. Study participants were a total of 109 elderly (intervention: n = 51, control: n = 58) people in Cuenca, Ecuador. The educational intervention based on Ausubel’s theory of significant learning and Vygotsky’s sociocultural theory was programmed to be carried out for one session per week, over 24 weeks, with a duration of 120 min per session. The measures were the general characteristics of the study participants and knowledge about necessary amounts, food sources and the consequences of deficits or excesses in the consumption of macro- and micronutrients. Data were collected from August 2018 to February 2019. Statistically significant differences were observed between the intervention group (IG) and the control group (CG) in terms of knowledge about healthy eating for older adults following the educational intervention. The outcomes of this study strongly suggest the efficacy of the program in improving knowledge related to healthy eating among older adults. Healthcare providers should prioritize food education based on meaningful learning, utilizing culturally adapted materials for the elderly individuals residing within the community. Full article

The sudden change in educational setting during the COVID-19 pandemic naturally raised questions about students’ educational attainment. Access to in person teaching and special education services became restrictive and parents had to consider becoming more involved in their child’s academic attainment. This exploratory case study examined parents’ experiences in providing support to their child with autism spectrum disorder (ASD) during quarantine where they engaged in remote learning. The parents were interviewed mid 2021 using Zoom. Interview questions were generated through the lens of Vygotsky’s Zone of Proximal Development and Scaffolding. The participants consisted of parents (n = 3) with a child who was medically diagnosed with autism. The children (n = 3) were in primary school and between the ages of 5–9. Three major themes emerged in all of the families. Families had a successful transition experience where they were initially concerned with remote learning but eventually became accustomed to the new learning setting. Secondly, families expressed having a productive home learning environment using a routine that incorporated a strong team of educational and therapeutic professionals helping in different areas of their child’s development. Thirdly, all parents provided ongoing parental assistance that established guidance throughout remote learning. Full article

The starting point of the study is the work counselling process taking place in the induction phase of the students’ teaching career. The work counselling process consists of activities that support and strengthen the students’ teacher hood and their primary function as teachers by helping them to analyse their work and to attach to working life as newly graduated teachers. In this study, we use contextualisation and storytelling in the frameworks of positive pedagogy and systems theory to reflect on the students’ growth process as teachers. We also acknowledge the importance of Vygotsky’s zone of proximal development and, related to that, timely learning support (scaffolding) and a solution-focused approach as part of the supervision process utilising the methods of work counselling. In this study, autoethnography was used as a tool to help us reflect on our actions and work. Methods were chosen based on the thought that in the induction period, the students’ experiences function as mirrors for us supervisors, helping us to reflect on our actions and the supervision process and to form ideas and meanings based on the documented discourse data. Full article

In Norway, religious education (RE) is a non-confessional and common core subject that should be taught in an objective, critical, and pluralistic manner. As a primary school subject, students learn about a variety of religions and worldviews together in the same classroom. The inclusive framing intends to provide an intercultural space in which the students can enhance their understandings of the beliefs of people whose worldviews differ from their own. Consequently, the subject has privileged an outsider approach, wherein students should learn about religion in a non-partial way, that is, not from religion. However, the claim for objective, critical, and pluralistic teaching still calls into question the role of learning from religions. First, an outsider approach has been criticized for promoting a dated view on learning, ignoring pedagogical knowledge on how students learn. Second, the latest national curriculum states that RE should not only provide students with in-depth knowledge about world religions, but also foster personalized learning experiences. Against this background, the paper asks how the concept of experiential learning in the tradition of Freire, Dewey, and Vygotsky invites a reflection on the ways by which the Norwegian RE subject is passed on most meaningfully in a diverse learning context. Full article

As Malaysia’s educational landscape continues to evolve, there is a need to rethink the models and practices involved in the teaching and learning process. The coronavirus disease (COVID-19) pandemic, subsequent lockdowns, and movement control restrictions have contributed to the shift in education, especially in teaching and learning. Educational institutions were instructed to close during the lockdowns and this forced educators and students to communicate and engage using digital technologies. Students have no issues when it comes to embracing technology, but their ability to stay engaged and participate during lessons was of concern to educators. According to recent research, collaborative learning has been shown to be enjoyable and engaging for students, especially when it is conducted digitally using innovative learning technologies. When students show an increased level of engagement, it shows that they are actively participating and are more involved during lessons. This quantitative study looks into the relationship between variables pertaining to digital collaboration (personal factors, environmental factors, social media support, digital collaborative tools, interactivity, motivation) and student engagement toward enhanced student participation during COVID-19. The study utilizes Lev Vygotsky’s Collaborative Learning Theory alongside Albert Bandura’s Social Learning Theory. The data analysis revealed that there is a positive significant relationship between digital collaborative tools, interactivity, and motivation towards student engagement, which in turn proved that there is a positive significant relationship that can be drawn between student engagement and enhanced student participation during COVID-19. Full article

This theoretical article aims to create a conceptual framework for future research on digital methods for assessing cognition in children through estimating shared intentionality, different from assessing through behavioral markers. It shows the new assessing paradigm based directly on the evaluation of parent-child interaction exchanges (protoconversation), allowing early monitoring of children’s developmental trajectories. This literature analysis attempts to understand how cognition is related to emotions in interpersonal dynamics and whether assessing these dynamics shows cognitive abilities in children. The first part discusses infants’ unexpected achievements, observing the literature about children’s development. The analysis supposes that due to the caregiver’s help under emotional arousal, newborns’ intentionality could appear even before it is possible for children’s intention to occur. The emotional bond evokes intentionality in neonates. Therefore, they can manifest unexpected achievements while performing them with caregivers. This outcome shows an appearance of protoconversation in adult-children dyads through shared intentionality. The article presents experimental data of other studies that extend our knowledge about human cognition by showing an increase of coordinated neuronal activities and the acquisition of new knowledge by subjects in the absence of sensory cues. This highlights the contribution of interpersonal interaction to gain cognition, discussed already by Vygotsky. The current theoretical study hypothesizes that if shared intentionality promotes cognition from the onset, this interaction modality can also facilitate cognition in older children. Therefore in the second step, the current article analyzes empirical data of recent studies that reported meaningful interaction in mother-infant dyads without sensory cues. It discusses whether an unbiased digital assessment of the interaction ability of children is possible before the age when the typical developmental trajectory implies verbal communication. The article develops knowledge for a digital assessment that can measure the extent of children’s ability to acquire knowledge through protoconversation. This specific assessment can signalize the lack of communication ability in children even when the typical trajectory of peers’ development does not imply verbal communication. Full article