Granone Francesca, Pollarolo Enrico
Department of Early Childhood Education, University of Stavanger, Stavanger, Norway.
Front Psychol. 2025 Jan 10;15:1426165. doi: 10.3389/fpsyg.2024.1426165. eCollection 2024.
This study investigates the role of teacher mediation in facilitating children's communication during problem-solving, play-based coding activities with Kubo, a screen-free coding toy, in Early Childhood Education and Care (ECEC) settings. Following an initial observation involving nine kindergarten teachers and 36 children, a workshop was held to identify elements that teachers considered relevant for facilitating children's use of verbal and non-verbal communication. Key mediation elements, such as multimodal communication, planning, time, humor, and reflective questioning, were identified during the workshop and applied in a subsequent observation with the same participants. The findings reveal that these mediation strategies facilitated children's communication and participation in the activity using a multimodal approach to support their problem-solving process. Teacher mediation facilitated children's ability to articulate their thought processes, fostering a communicative and reflective learning environment. This study underscores the importance of various elements in teachers' semiotic mediation and identifies specific strategies that show promise for engaging all children.
本研究调查了在幼儿教育与保育（ECEC）环境中，教师调解在借助无屏幕编程玩具久保进行基于游戏的编程活动解决问题过程中促进儿童交流方面所起的作用。在对九名幼儿园教师和三十六名儿童进行初步观察之后，举办了一次研讨会，以确定教师认为对促进儿童使用言语和非言语交流相关的要素。在研讨会上确定了关键调解要素，如多模态交流、规划、时间、幽默和反思性提问，并在随后对相同参与者的观察中加以应用。研究结果表明，这些调解策略通过采用多模态方法来支持儿童的问题解决过程，促进了儿童的交流和对活动的参与。教师调解促进了儿童清晰表达其思维过程的能力，营造了一个交流性和反思性的学习环境。本研究强调了教师符号调解中各种要素的重要性，并确定了对吸引所有儿童有前景的具体策略。
