Promoting relational thinking in preschoolers (ages 3–5) through participatory science learning

Insights from RMTS with Roma children

Bibliographic Data

ID22166381
AuthorsPenka Hristova (0000-0002-2250-6948, New Bulgarian University, corresponding author), Nadia Koltcheva (0000-0002-4651-7414, New Bulgarian University), Antoaneta Mateeva (New Bulgarian University)
Year2024
Volume9
Publication date2024-03-08
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2024.1298337
OpenAlexW4392597329
LanguageEN
References cited48

The study examined the development of relational thinking in children aged 3–5 years within a Roma community using the relational matching-to-sample task. Following a four-month period of participatory science learning, there was a twofold increase in the proportion of relational choices made by the children. The teachers and assistant teachers deliberately encouraged child participation in science activities, while adhering to the established state curriculum. This emphasis on child involvement in science activities was discussed as a potential factor contributing to a domain-general shift in relational thinking, an effect not observed in the control group of children from the same community

Citizen journalism · Data science · Developmental psychology · Mathematics education · Participatory design · Science education · Science learning · World Wide Web · Computer Science · Education and Critical Thinking Development · Educational Challenges and Innovations · Engineering · Psychology · Values and Moral Education

Tools

Open DOIOpen Access