Titlebook: Education, Development and Intervention; Toward Participatory Stamatios Papadakis,Michail Kalogiannakis Book 2024 The Editor(s) (if applica

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Optimizing Learning Outcomes of Educational Applications Enhanced with Multimedia and Interactive Fge potential as they utilize the principles of multimedia learning that convey information through different sensory modalities and relevant physical activities. Using educational applications is promising, however, they might be challenging to neurodiverse children, since individual differences in

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Scientific Thinking and Subject-Specific Learning in Primary Schools,cific learning by focusing on the concept of “scientific thinking” using a topic-centred approach. The analysis of a classroom interaction from a qualitative empirical research project shows how students engage in subject-specific and creative thinking while negotiating their understanding of concep

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Making a Case for Artificial Intelligence Literacy Skills for School-Age Children,s, or computers. Children are using AI-infused devices before entering formal schooling, creating a demand for fast-tracking the development and implementation of inclusive K-12 AI-Literacy curricula. Establishing AI-literacy programming (e.g., developing facility with technical understanding, criti

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An Integrated (vs a Fragmented) Approach to Mathematical Knowledge in Early Childhood Education,this chapter, we argue that integration can be an approach of blurring boundaries of any kind. Under this perspective, we elaborate on the idea that an integrated approach can be applied within a discipline (e.g. mathematics) when other boundaries are blurred. In an effort to investigate how such an

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978-3-031-60715-8The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl

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Education, Development and Intervention978-3-031-60713-4Series ISSN 2662-9461 Series E-ISSN 2662-947X

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Nancy M. Lorenzi Ph.D.,Naakesh A. Dewan M.D.ocultural theory, which posits language as a context-specific cognitive tool, this study explored the influence of preschool teachers’ attitudes towards storybooks on Turkish-speaking children‘s vocabulary and receptive language skills. Our research encompassed 360 children (60–72 months) and 72 tea

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