Grace Yaxin Xing
Biographic Data
| ID | 9976612 |
|---|---|
| NAME | Grace Yaxin Xing |
| GIVEN NAMES | Grace Yaxin |
| FAMILY NAME | |
| SIGNATURE | XING G Y |
| AFFILIATIONS | University at Buffalo, State University of New York |
| ORCID | 0009-0000-6407-0073 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Playful Computational Thinking Learning in and Beyond Early Childhood Classrooms
Blending child-led exploration with purposeful teacher guidance and clearly defined learning goals, playful learning has been promoted as a promising approach for introducing computational thinking (CT) in early childhood education (ECE). However, there is a lack of practical guidance for teachers on how to design and implement playful CT learning effectively. To address this gap, we conducted a collaborative action research project and asked the…
Embodied and Shared Self-Regulation Through Computational Thinking Among Preschoolers
While existing research highlights a positive association between computational thinking (CT) and self-regulation (SR) skills, limited attention has been given to the embodied and social processes within CT activities that support young children’s executive functions (EFs)—key components of SR. This study investigates how preschoolers develop basic and higher-order EFs, such as focused attention, inhibitory control, causal reasoning, and problem-…
No prominent works on this page.
Playful Computational Thinking Learning in and Beyond Early Childhood Classrooms
Blending child-led exploration with purposeful teacher guidance and clearly defined learning goals, playful learning has been promoted as a promising approach for introducing computational thinking (CT) in early childhood education (ECE). However, there is a lack of practical guidance for teachers on how to design and implement playful CT learning effectively. To address this gap, we conducted a collaborative action research project and asked the…
Embodied and Shared Self-Regulation Through Computational Thinking Among Preschoolers
While existing research highlights a positive association between computational thinking (CT) and self-regulation (SR) skills, limited attention has been given to the embodied and social processes within CT activities that support young children’s executive functions (EFs)—key components of SR. This study investigates how preschoolers develop basic and higher-order EFs, such as focused attention, inhibitory control, causal reasoning, and problem-…
Teaching and Learning Programming (2 works) · Action research (1 work) · Child and Animal Learning Development (1 work) · Child Development and Digital Technology (1 work) · Cognition (1 work) · Computational Thinking (1 work) · Educational Games and Gamification (1 work) · Embodied cognition (1 work) · Empathy (1 work) · Innovative Teaching and Learning Methods (1 work)