Toys for children with the concept of STEM: study of the result from children’s playing activities

Year 2021, , 77 - 90, 15.06.2021

Songwut Egwutvongsa

https://doi.org/10.17478/jegys.849063

Cited By: 1

Abstract

This research aimed to examine the result from toy invention with the concept of STEM. The testers comprised 36 people who were the parents and children aged between five to seven years old that used the service of a child development center in Buriram Municipality in Thailand. Additionally, they were selected by purposive sampling that used multiple regression analysis to show the result from the testing of the newly designed toys as the concept of STEM. The results found that the toys had a satisfaction level of the Good (mean=4.333; S.D.=0.652) with the regression equation 𝑌̂ = 0.234 + [0.741 X1] + [0.106 X2] + [0.049 X3] + [0.071 X4] to explain the changing of the level of satisfaction to be 72.73% (r²=0.7273). Research of the playing design as the concept of STEM at this time, Able to meet learning goals based on STEM concepts to an excellent level.

Keywords

Toys for Children, Design toys, Skills for Children

Supporting Institution

King Mongkut’s Institute of Technology Ladkrabang

Project Number

Contract No. 2019-0203002

Thanks

Department of Architectural Education and Design, King Mongkut’s Institute of Technology Ladkrabang

References

• Amodia-Bidakowska, A., Laverty, C., & Ramchandani, Paul G. (2020). Father-child play: A systematic review of its frequency, characteristics and potential impact on children’s development. Developmental Review, 57. https:// doi.org/10.1016/j.dr.2020.100924
• Batlolona, J.R., & Souisa, H.F. (2020). Problem based learning: Students’ mental models on water conductivity concept. International Journal of Evaluation and Research in Education, 9(2), 269-277. http://doi.org/10.11591/ijere. v9i2.20468
• Bureekhampun, S., & Mungmee, T. (2020). STEAM education for preschool students: Patterns, activity designs and effects. Journal for the Education of Gifted Young Scientists, 8(3), 1201-1212. https://doi.org/10.17478/jegys.775835
• Burns, N,. & Grove, S.K. (1993). The practice of nursing research: Conduct, critique & utilization (2nd ed.). W.B. Saunders Company.
• Chase, C. I. (1978). Measurement for educational evaluation (2nd ed.). Addison-Wesley Publishing Company.
• Chen, L., Yoshimatsu, N., Goda, Y., Okubo, F., Taniguchi, Y., Oi, M., Konomi, S., Shimafa, A., Ogata, H., & Yamada, M. (2019). Direction of collaborative problem solving-based STEM learning by learning analytics approach. RPTEL, 14(24). https://doi.org/10.1186/s41039-019-0119-y
• Colliver, Y., Arguel, A., & Parrila, R. (2021) Formal literacy practices through play: exposure to adult literacy practices increases child-led learning and interest. International Journal of Early Years Education, 29(1), 6-24. https://doi.org/10.1080/09669760.2020.1779668
• Colliver, Y., & Veraksa, N. (2019). The aim of the game: A pedagogical tool to support young children's learning through play. Learning, Culture and Social Interaction, 21, 296-310. https://doi.org/10.1016/j.lcsi.2019.03.001
• Davidesco, I. (2020). Brain-to-brain synchrony in the STEM classroom. Life Sciences Education, 19(8), 1–6. https://doi.org/10.1187/cbe.19-11-0258
• De Souza, L.N., Kowaltowski, D. C. C. K., Woolner, P., & de Carvalho Moreira, D. (2020). School design patterns supporting learning through play. International Journal of Play, 9(2). 202-229. https://doi.org/10.1080/ 21594937.2020.1757204
• Doan, T., Castro, A., Bonawitz, E., & Denison, S. (2020). “Wow, I did it!”: Unexpected success increases preschoolers’ exploratory play on a later task. Cognitive Development, 55, https://doi.org/10.31234/osf.io/hmsd2
• Eberle, B. (1996). Scamper on: Games for imagination development. Prufrock Press Inc.
• English, L.D., & King, D.T. (2015). STEM learning through engineering design: Fourth-grade students’ investigations in aerospace. IJ STEM Ed., 2(14). https://doi.org/10.1186/s40594-015-0027-7
• Erbay, F., & Durmuşoğlu Saltalı, N. (2020). Do the school adaptation levels of preschoolers vary according to their relationship with their teachers?. International Journal of Evaluation and Research in Education, 9(4), 857-864. https://doi.org/10.11591/ijere.v9i4.20540
• Ernawati, M. D. W., Muhammad, D., Asrial, A., & Muhaimin, M. (2019). Identifying creative thinking skills in subject matter bio-chemistry. International Journal of Evaluation and Research in Education, 8(4), 581-589. http://doi.org/10.11591/ijere.v8i4.20257
• Flew, T. (2005). Creative economy. In J. Hartley (Ed.). Creative industries. (pp. 344-360). Blackwell Publishing.
• Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance inscience, engineering, and mathematics. PNAS, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
• Gopnik, A. (2020). Childhood as a solution to explore–exploit tensions Phil. Trans. R. Soc. B37520190502. https://doi.org/10.1098/rstb.2019.0502
• Graber, K. M., Byrne, E.M., Goodacre, E. J., Kirby, N., Kulkarni, K., O'Farrelly, C., & Ramchandani, P. G. (2020). A rapid review of the impact of quarantine and restricted environments on children's play and the role of play in children's health. Child: Care, Health and Development, 42(2), 143-153. https://doi.org/10.1111/cch.12832
• Guba, E. G. (1990). The paradigm dialog. Sage Publications, Inc.
• Guffey, E. (2014). Crafting yesterday's tomorrows: Retro-futurism, steampunk, and the problem of making in the twenty-first century. The Journal of Modern Craft, 7(3), 249-266. https://doi.org/10.2752/174967714X1411131 1182767
• Hassinger-Das, B., Zosh, J. M., Hansen, N., Talarowski, M., Zmich, K., Golinkoff, R. M., & Hirsh-Pasek, K. (2020). Play-and-learn spaces: Leveraging library spaces to promote caregiver and child interaction. Library & Information Science Research, 42(10), 101002. https://doi.org/10.1016/j.lisr.2020.101002
• Hearn, G., & Bridgstock, R. (2010). Education for the creative economy: Innovation, transdisciplinarity and networks. In D. Araya, & M. A. Peters. (Eds.). Education in the creative economy. (pp. 93-115). Peter Lang Publishing.
• Henriksen, D. (2014). Full STEAM ahead: Creativity in excellent STEM teaching practices. The STEAM Journal, 1(2), 1-7. https://doi.org/10.5642/steam.20140102.15
• Holyoak, K. J. (2016). Editorial. Psychological Review, 123(1), 1. https://doi.org/10.1037/rev0000012
• Jirojanakul, P., & Skevington, S. (2000). Developing a quality of life measure for children aged 5-8 years. British Journal of Health Psychology, 5, 299 –321. https://doi.org/10.1348/135910700168937
• Karunaratne, N. (2012). The globalization-deglobalization policy conundrum. Modern Economy, 03, 373-383. https:// doi.org/10.4236 / me.2012.34048
• Keung, C. P. C., & Fung, C. K. H. (2020). Exploring kindergarten teachers’ pedagogical content knowledge in the development of play-based learning. Journal of Education for Teaching, 46(2), 244-247. https://doi.org/10.1080 /02607476.2020.1724656
• Khan, A. R., & Riskin, C. (2001). Inequality and poverty in China in the age of globalization. Oxford University Press.
• Larson, L. C., & Miller, T. N. (2011). 21st century skills: Prepare students for the future. Journal Kappa Delta Pi Record, 47(3), 121-123. https://doi.org/10.1080/00228958.2011.10516575
• Ledford, J. R., Zimmerman, K. N., Severini, K. E., Gast, H. A., Osborne, K., & Harbin, E. R. (2020). Brief report: Evaluation of the noncontingent provision of fidget toys during group activities. Focus on Autism and Other Developmental Disabilities, 35(2), 101-107. https://doi.org/10.1177/1088357620902501
• Li, Y., & Schoenfeld, A. H. (2019). Problematizing teaching and learning mathematics as “given” in STEM education. IJ STEM Ed, 44(6). https://doi.org/10.1186/s40594-019-0197-9
• Li, Y., Wang, K., Xiao, Y., Froyd, J. E., & Nite, S. B. (2020). Research and trends in STEM education: A systematic review of journal publications. IJ STEM Ed., 7(11), 1-16. https://doi.org/10.1186/s40594-020-00207-6
• Lin, S. Y., Chien, S. Y., Hsiao, C. L., Hsia, C. H., & Chao, K. M. (2020). Enhancing computational thinking capability of preschool children by game-based smart toys. Electronic Commerce Research and Applications, 44. https://doi.org/10.1016/j.elerap.2020.101011
• Liquin, E. G., & Lombrozo, T. (2020). Explanation-seeking curiosity in childhood. Current Opinion in Behavioral Sciences, 35, 14-20. https://doi.org/10.1016/j.cobeha.2020.05.012
• Moreno, M. A. (2016). Supporting child play. JAMA Pediatrics, 170(2). https://doi.org/10.1001/jamapediatrics. 2015.2505 National Research Council. (2012). A framework for K-12 Science education: Practices, crosscutting concept, and core ideas, Committee on New Science Education Standards. National Academy Press. https://doi.org/10.17226/13165
• Nuri, K., & Kursat, C. (2020). Smart toys for preschool children: A design and development research. Electronic Commerce Research and Applications, 39. https://doi.org/10.1016/j.elerap.2019.100909
• Omorog, Challiz D. (2020). IDAE framework: A guide for establishing industry-driven academic programs. International Journal of Evaluation and Research in Education, 9(2), 461-468. https://doi.org/10.11591/ijere.v9i2.20341
• Özcan, G., Aktağ, I., & Gülözer, K. (2020). Developing the scale on discipline expectations of students: A validity and reliability study. International Journal of Evaluation and Research in Education, 9(4), 840-846. http://doi.org/ 10.11591/ijere.v9i4.20585
• Papandreou, M., & Tsiouli, M. (2020). Noticing and understanding children’s everyday mathematics during play in early childhood classrooms. International Journal of Early Years Education, 1-18. https://doi.org/10.1080/09669760 .2020.1742673
• Penn, H. (2011). Policy rationales for early childhood services. International Journal of Child Care and Education Policy, 5(1), 1-16. https://doi.org/10.1007/2288-6729-5-1-1
• Postelnicu, C., Dinu, V., & Dabija, D. C. (2015). Economic deglobalization - From hypothesis to reality. Ea M: Ekonomie a Management, 14(18), 4-14. https://doi.org/10.15240/tul/001/2015-2-001
• Pramling Samuelsson, I., & Johansson, E. (2006). Play and learning - inseparable dimensions in preschool practice. Early Child Development and Care, 176(1), 47-65. https://doi.org/10.1080/0300443042000302654
• Rau, M. A. (2017). Conditions for the effectiveness of multiple visual representations in Enhancing STEM learning. Educ Psychol, 29, 717–761. https://doi.org/10.1007/s10648-016-9365-3
• Richards, M. N., Putnick, D. L., Bradley, L. P., Lang, K. M., Little, T. D., Suwalsky, J. T. D., & Bornstein, M. H. (2020). Children’s utilization of toys is moderated by age-appropriateness, toy category, and child age. Applied Developmental Science, 14(1). https://doi.org/10.1080/10888691.2020.1760868
• Rubin K. H., & Howe N. (1985). Toys and play behaviors: An overview. Topics in Early Childhood Special Education, 5(3), 1-9. https://doi.org/10.1177/027112148500500302
• Runco, M. A., & Beghetto, R. A (2019). Primary and secondary creativity. Current Opinion in Behavioral Sciences, 27, 7-10. https://doi.org/10.1016/j.cobeha.2018.08.011
• Saavedra A.R., & Opfer V.D. (2012). Learning 21st century skills requires 21st century teaching. Phi Delta Kappan, 94(2), 8-13. https://doi.org/10.1177/003172171209400203
• Smedley, S. & Hoskins, K. (2020). Finding a place for Froebel's theories: early years practitioners’ understanding and enactment of learning through play. Early Child Development and Care, 190(8), 1202-1214. https://doi.org/ 10.1080/03004430.2018.1525706
• Smith, M. K., Jones, F. H. M., Gilbert, S. L., & Wieman, C. E. (2013). The classroom observation protocol for undergraduate STEM (COPUS): A new instrument to characterize university STEM classroom practices. Life Sciences Education, 12, 618–627. https://doi.org/10.1187/cbe.13-08-0154
• Streiner, D. L., & Norman, G. R. (1995). Health measurement scales: A practical guide to their development and use (2nd ed.). Oxford University Press.
• Tae, K. S. (2015). The creative economy in global competition. Technological Forecasting and Social Change, 96, 89-91. https://doi.org/10.1016/j.techfore.2015.04.003
• Takeuchi, M. A., Sengupta, P, Shanahan, M. C., Adams, J. D., & Hachem, M. (2020). Transdisciplinarity in STEM education: a critical review. Studies in Science Education, 56(2), 213-253. https://doi.org/10.1080/03057267. 2020.1755802
• Ting-Ting, W., & Yu-Tzu, W. (2021). Applying project-based learning and SCAMPER teaching strategies in engineering education to explore the influence of creativity on cognition, personal motivation, and personality traits. Thinking Skills and Creativity, 35(1), 1871-1877. https://doi.org/10.1016/j.tsc.2020.100631
• Valkonen, S., Kupiainen, R., & Dezuanni, M. (2020). Constructing social participation around digital making: A case study of multiliteracy learning in a Finnish day care centre. Journal of Early Childhood Education Research, 9(2), 477-497. https://jecer.org/constructing-social-participation-around-digital-making-a-case-study-of-multiliteracy-learn ing-in-a-finnish-day-care-centre/
• Vasquez, J. A., Sneider, C., & Comer, M. (2013). STEM lesson essentials: Integrating science, technology, engineering, and mathematics. NH: Heinemann.
• Vogt, F., Hauser, B., Stebler, R., Rechsteiner, K., & Urech, C. (2018) Learning through play-pedagogy and learning outcomes in early childhood mathematics. European Early Childhood Education Research Journal, 26(4), 589-603. https://doi.org/10.1080/1350293X.2018.1487160
• Wolfberg, P. J., & Schuler, A. L. (1993). Integrated play groups: A model for promoting the social and cognitive dimensions of play in children with autism. J Autism Dev Disord , 23, 467–489. https://doi.org/10.1007/ BF01046051
• Wu, S.C., & Rao, N. (2011). Chinese and German teachers' conceptions of play and learning and children's play behavior. European Early Childhood Education Research Journal, 19(4), 469-481. https://doi.org/10.1080/ 1350293X.2011.623511
• Wullur, M.M., & Werang, B. R. (2020). Emotional exhaustion and organizational commitment: Primary school teachers’ perspective. International Journal of Evaluation and Research in Education, 9(4), 912-919. https://doi.org/ 10.11591 / ijere.v9i4.20727
• Yamane, T. (1973). Statistics: An introductory analysis (3rd ed.). Harper and Row Publications.
• Yuan Fu, Q., Ping Chui, Y., & Helander, M. G. (2006). Knowledge identification and management in product design. Journal of Knowledge Management, 10(6), 50-63. https://doi.org/10.1108/13673270610709215
• Zhang, F., Sun, S., Liu, C., & Chang, V. (2020). Consumer innovativeness, product innovation and smart toys. Electronic Commerce Research and Applications, 41, 100974. https://doi.org/10.1016/j.elerap.2020.100974