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Parent-child interaction and children's learning from a coding application

机译：家长互动和儿童从编码申请学习

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Research suggests that children can learn educational concepts from well-designed applications (apps), including foundational science, technology, engineering, and math (STEM) concepts. Parents may be important for promoting children's STEM learning from touchscreen apps, as parents can help their children learn from other media. However, little research has explored how parents and children use coding apps together for learning, and whether specific parent-child interactions in these contexts promote children's learning from apps. Therefore, we observed 31 parents and their 4.5- to 5.0-year old children playing a coding app together and coded for spatial talk, question-asking, task-relevant talk, and responsiveness. Results show that parents and children engaged in high-quality interactions during coding app play, with parents and children exhibiting high responsiveness and task-relevant talk, and parents exhibiting a higher proportion of question-asking and spatial talk compared to their children. Importantly, linear regression analyses show that the dyad's ability to stay on task during the coding task predicts children's learning of coding, while question-asking was a negative predictor of children's learning. These results suggest that coding apps may be a rich context for STEM learning, and that specific parent-child interactions can scaffold their children's learning from STEM apps.
机译：研究表明，儿童可以从设计精心设计的应用（应用程序），包括基础科学，技术，工程和数学（Stew）概念的教育概念。由于父母可以帮助他们的孩子从其他媒体中学到，父母对触摸屏应用程序的学习可能很重要。然而，小型研究探索了父母和儿童如何使用编码应用程序一起学习，以及这些背景下的特定亲子互动是否促进了儿童从应用程序的学习。因此，我们观察了31名父母及其4.5至5.0岁的孩子在一起演唱了编码应用程序，并编码了空间谈话，质疑，任务相关的谈话和响应性。结果表明，父母和儿童在编码应用程序播放期间从事高质量的交互，父母和儿童展出高响应性和任务相关的谈话，以及与孩子相比，患者呈现出质疑和空间谈话的父母。重要的是，线性回归分析表明，Dyad在编码任务期间保持任务的能力预测了儿童的编码学习，而问题询问是儿童学习的负面预测因素。这些结果表明，编码应用程序可能是Step学习的丰富语境，特定的亲子互动可以从STEM应用程序的学习脚手脚手。

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