Category: Kindergarten

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Effective Teaching Approach Kindergarten

From Worksheets to Workstations: The Impact of Play and Choice in Kindergarten Classrooms

Although high-stakes testing has increasingly shifted early childhood education toward teacher-directed academic instruction, Rodriguez-Meehan et al. (2025) argue that play and meaningful choices remain essential for children’s development. Grounded in self-determination theory (SDT), Rodriguez-Meehan et al. (2025) explore the integration of play- and choice-based workstations in a kindergarten classroom to understand how fostering autonomy, competence, and relatedness through self-directed play influences student motivation and behavior.

To capture a comprehensive view of this transition, Rodriguez-Meehan et al. (2025) conducted a qualitative case study in a public charter school in the Southeastern United States, focusing on one kindergarten teacher and a subset of her students. Data collection included four comprehensive classroom observations, a semi-structured individual interview with the teacher, and interactive focus group interviews with the children. Additionally, the research team analyzed student artifacts, such as drawings and writings. The collected data underwent holistic analysis to identify emerging themes reflecting the participants’ experiences.

The analysis revealed three primary themes regarding the classroom’s transformation. First, the teacher viewed the implementation as highly successful, noting drastic improvements in academic achievement, student engagement, and classroom behavior. Second, the transition required a “balancing act,” as the teacher navigated initial structural barriers like managing physical space and rationing access to highly preferred activities. Third, the children demonstrated immense joy and ownership over their learning, repeatedly expressing enthusiasm about picking their own workstations and peers.

Rodriguez-Meehan et al. (2025) conclude that replacing traditional morning worksheets with free play and adaptable choice centers effectively supports children’s intrinsic motivation and social-emotional needs. Although implementing these pedagogies requires teacher flexibility and a willingness to relinquish some control, the benefits strongly align with the principles of self-determination theory. Ultimately, the study advocates for school administrators, educators, and families to actively support and integrate more daily play and choice-based frameworks in early childhood environments.

Source (Open Access): Rodriguez-Meehan, M., Chobrda, T., Haughton, V. J., & Franz, M. (2025). “The best part of their day”: Play and choice in kindergarten. Journal of Early Childhood Research, 23(2), 164-178.

https://doi.org/10.1177/1476718X241293909… Read the rest

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Effective Teaching Approach Kindergarten Language Development

The Playful Pen: Strategies for embedding Writing Instruction into Daily Play

To explore how educators can integrate early writing instruction into kindergarten classrooms through guided play. Sanchez (2025) addresses the growing tension between play-based learning and the rigid, policy-driven academic curricula common in modern early childhood education. Because strict mandates often cause frustration for young learners during formal writing tasks, Sanchez (2025) proposes guided play—a blend of child-led exploration and intentional adult scaffolding—as a pedagogical solution to meet literacy goals while preserving autonomy.

The study was designed as a five-month participatory action research project conducted by Sanchez (2025) in a public kindergarten classroom of 25 students. Sanchez (2025) dedicated one hour daily to guided play, intentionally introducing targeted writing tools, books, and printables into popular areas like the playdough, block, dramatic play, and Lego centers. By carefully observing and interacting with the children, Sanchez (2025) seamlessly integrated early writing prompts into their natural play routines.

By thoughtfully curating materials and engaging in collaborative dialogue, Sanchez (2025) successfully motivated students to independently incorporate writing into their spontaneous play. Children naturally began authoring authentic texts, including “how-to” guides for playdough snowmen, labels for complex block mazes, dramatic play pie recipes, and step-by-step Lego instructions. This playful approach transformed writing from a stressful, mandated chore into a joyful, self-directed activity that empowered even the most reluctant students.

Sanchez (2025) concludes that guided play effectively dismantles the false dichotomy between structured academic learning and early childhood play. The research highlights that successful implementation requires dedicating adequate classroom time, encouraging storytelling with an audience, and fostering a supportive community among educators. Ultimately, intentional scaffolding allows writing to evolve from an isolated academic skill into an authentic, meaningful communication tool that honors young children’s agency.

 

Source (Open Access): Sanchez, A. (2025). Guided play in the kindergarten classroom: One teacher’s inquiry into scaffolding play-based writing instruction. Early Childhood Education Journal, 53(6), 2089-2098.

https://doi.org/10.1007/s10643-025-01931-w… Read the rest

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Kindergarten Programme Evaluation

The effect of robot programming versus unplugged programming on computational thinking and executive functions in preschool children: a randomized controlled trial

A recent study investigated whether robot programming offers added benefits over unplugged programming for developing preschoolers’ computational thinking (CT) and executive functions (EFs), given limited comparative evidence in early childhood contexts.

The authors conducted a randomized controlled trial with 198 children aged 5 to 6 from one public kindergarten in China. Children were randomly assigned to a robot programming group using the Matatalab kit (n = 66), an unplugged programming group using paper and pencil based activities (n = 66), or a business as usual control group engaging in conventional kindergarten activities (n = 66). The intervention lasted 12 weeks, with one 60 minute session per week. CT was assessed with TechCheck K (15 items; Cronbach’s alpha = 0.79 in this study), and EFs were measured with the Early Year Toolbox tasks assessing inhibition (Go/No-Go), working memory (Mr. Ant), and cognitive flexibility (Card Sorting). Measures were administered at baseline, week 6, and week 12, and effects were analysed using linear mixed effects models; implementation fidelity was reported as 97 percent adherence.

Results showed that both robot programming and unplugged programming groups outperformed the control group on CT over time, and the robot programming group showed stronger CT gains than the unplugged group by week 12. For EFs, the robot programming group outperformed both the unplugged programming and control groups over time on inhibition, working memory, and cognitive flexibility; within group analyses indicated significant improvements after 12 weeks only in the robot programming group for these EF outcomes. Most children in the robot programming group reported positive perceptions of programmable robots, including ease of use (79%), perceived usefulness (91%), technology anxiety (91%), satisfaction (94%), attitude (82%), and intention to continue use (85%).

The study suggests that while both modalities can support preschoolers’ CT, robot programming may produce more substantial and sustained benefits, particularly for EFs. The authors recommend further research with more diverse samples, longer follow up, mixed quantitative and qualitative evidence, and continued validation of EF measures and programming tools.

 

Source (Open Access): Zhang, X., Chen, Y., Hu, L., Hwang, G. J., & Tu, Y. F. (2025). Developing preschool children’s computational thinking and executive functions: unplugged vs. robot programming activities. International Journal of STEM Education, 12(1), 10.

https://doi.org/10.1186/s40594-024-00525-z… Read the rest

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Effective Teaching Approach Kindergarten

The Mediating Role of Playfulness: Linking Parental Play Support to Creative Thinking in Hong Kong Kindergartens

Play is theorized as a crucial way children express and develop their creativity. Grounded in the bioecological model of human development and Vygotsky’s theories on play and creativity, Fung and Chung (2025) aim to address a gap in research by examining how family factors within a child’s microsystem influence creative potential. While previous research often defined creative potential solely as personality traits, Fung and Chung (2025) operationalize it through cognitive processes: divergent thinking (generating multiple solutions) and convergent thinking (deducing the single best solution). They hypothesized that parental beliefs about play would indirectly foster these creative thinking skills by nurturing children’s playfulness.

The participants were 181 children (aged 4 to 5 years; 54.1% girls) recruited from nine kindergartens in Hong Kong, along with their parents. Data collection involved both parent-reported questionnaires and direct behavioral assessments of the children. Parents completed the Parent Play Beliefs Scale (PPBS) to measure their support for play and the Children’s Playfulness Scale (CPS) to assess their child’s playfulness across five dimensions: physical, social, and cognitive spontaneity, manifest joy, and sense of humor. Children’s creative thinking was assessed directly: convergent thinking was measured using the Peabody Picture Vocabulary Test-Revised (PPVT-R), while divergent thinking was evaluated using the figural circle task from the Torrance Tests of Creative Thinking (TTCT), where children drew pictures based on circles.

Preliminary analyses showed that all five aspects of playfulness were positively correlated with parental play support, but only social spontaneity and cognitive spontaneity significantly correlated with the children’s creative thinking processes. A path analytic model was used to test the relationships, revealing that the direct link between parental play support and children’s creative thinking was non-significant. Instead, the relationship was fully mediated: parental play support positively predicted social spontaneity, which in turn predicted convergent thinking, and it positively predicted cognitive spontaneity, which predicted divergent thinking. The model demonstrated adequate fit, confirming that the influence of parental support on creativity operates through specific aspects of the child’s playful behavior.

Fung and Chung (2025) conclude that parental play support is a crucial environmental factor that fosters creative potential, but it does so indirectly by nurturing a child’s playfulness rather than directly teaching creative skills. Specifically, parents who value play create an environment that encourages social and cognitive spontaneity, which are the specific drivers of convergent and divergent thinking respectively. This finding supports the bioecological model, highlighting how the home microsystem shapes child development. Practically, Fung and Chung (2025) suggest that to enhance creativity in early childhood—a critical period for development—educators and policymakers should focus on interventions that help parents understand the value of play and promote playful behaviors in the household.

 

Source (Open Access): Fung, W. K., & Chung, K. K. H. (2025). Interrelationships Among Parental Play Support and Kindergarten Children’s Playfulness and Creative Thinking Processes. Thinking Skills and Creativity, 101907.

https://doi.org/10.1016/j.tsc.2025.101907

 … Read the rest

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Achievement Kindergarten Maths and Science Learning Primary School Education

Early Math Difficulties: Growth Trajectories and Predictive Factors from Kindergarten to Grade 4

Math learning difficulties (MD) have been recognized as a crucial aspect of students’ daily life and their future educational advancement. While many students demonstrate math difficulties as early as kindergarten, researchers have a lack of understanding of achievement trajectories and factors influencing mathematical growth. Using the Early Childhood Longitudinal Study-Kindergarten dataset (N ≈18,000), they investigated math achievement patterns among students with MD from kindergarten through fourth grade.

To address this, Gesuelli, Miller-Cotto, and Barbieri (2025) employed latent class growth analysis to examine trajectories among 4,287 students scoring at or below the 25th percentile (MD criterion) in kindergarten. Researchers analyzed five time points using standardized item response theory (IRT) scale scores, examining predictors including cognitive factors (working memory, cognitive flexibility), academic skills (reading achievement), demographics, teacher ratings, and school supports (individualized education programme status, instructional support).

The results revealed three distinct growth trajectories emerged: mild MD (68.81% of students), progressing from 16th to 20th percentile; moderate MD (24.03%), advancing from 5th to 11th percentile; and extensive MD (7.16%), remaining below 1st percentile despite growth. Better trajectories were predicted by higher reading achievement, stronger executive function skills, higher teacher ratings, and absence of kindergarten individualized education programmes . The study confirmed the Matthew effect, where students with lowest initial performance continued falling behind peers .

The author suggested that most students with early math difficulties show improvement potential, with the majority maintaining performance just below the MD threshold. However, they identified educational equity concerns, finding fewer underrepresented minority students received appropriate supports in fifth grade. Findings emphasize early identification and intervention importance, suggesting math interventions should address executive function alongside content and integrate reading support for maximum effectiveness.

 

Source: Gesuelli, K. A., Miller-Cotto, D., & Barbieri, C. A. (2025). Variability in math achievement growth among students with early math learning difficulties and the role of school supports. Journal of Educational Psychology.

https://doi.org/10.1037/edu0000928… Read the rest

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Effective Teaching Approach Kindergarten

Educational Robotics and Kindergarteners’ 4Cs Development

A recent meta-analysis by Sapounidis and colleagues examined the effects of Educational Robotics (ER) on the development of kindergarteners’ twenty-first century skills, namely communication, collaboration, critical thinking, and creativity. From an initial pool of 2141 records, 22 empirical studies met inclusion criteria, yielding 53 effect sizes based on 2192 participants across 12 countries.

The authors applied a random-effects model, which revealed a significant overall positive impact of ER (Hedge’s g = +0.87). When analyzed separately, the strongest effect was observed for collaboration (g = 2.14), followed by critical thinking (g = 0.86), communication (g = 0.55), and creativity (g = 0.51). Despite notable heterogeneity (I² > 79% across domains) and some publication bias, the results consistently indicated that robotics-based interventions may enhance young learners’ social and cognitive capacities. A meta-regression further showed that longer intervention durations were associated with stronger positive effects, highlighting the importance of sustained engagement with robotics activities.

The findings suggest that ER is particularly powerful in promoting collaborative and critical thinking skills, where children engage in teamwork, problem-solving, and reasoning activities with peers and robots. Communication can also be supported by encouraging idea sharing, while creativity—though less studied—emerges as an area of potential growth if adequately scaffolded.

This study fills a critical gap in early childhood education research, as previous meta-analyses often overlooked kindergarten populations or mixed them with higher age groups. The authors recommend developing tailored robotics curricula and teacher training programs to maximize ER’s benefits. Overall, ER appears to be a promising educational tool for fostering holistic skill development in early childhood.

Source (Open Access): Sapounidis, T., Rapti, S., & Vaiopoulou, J. (2025). Effects of educational robotics on kindergarteners’ collaboration, communication, critical Thinking, and creativity: A meta-analysis. Journal of Science Education and Technology, 34, 73–87. https://doi.org/10.1007/s10956-024-10149-1… Read the rest