Eurasia Journal of Mathematics, Science and Technology Education

• Akerson, V.L., Buck, G.A., Donnelly, L.A., Joshi, N., & Weiland, I. (2011). The importance of teaching and learning Nature of Science in the Early Childhood Years. Journal of Science Education and Technology, 20(537). https://doi.org/10.1007/s10956-011-9312-5.
• Arnott, L., Palaiologou, I., & Gray, C. (2018). Digital devices, internet‐enabled toys and digital games: The changing nature of young children’s learning ecologies, experiences and pedagogies. British Journal of Educational Technology, 49(5), 803-806. https://doi.org/10.1111/bjet.12676.
• Australian Government Department of Education and Training. (2018). Through growth to achievement: Report of the review to achieve educational excellence in Australian schools. Retrieved from https://docs.education.gov.au/node/50516.
• Bers, M. U. (2008). Blocks to robots: Learning with technology in the early childhood classroom. New York: Teachers College Press.
• Bers, M. U., Seddighin, S., & Sullivan, A. (2013). Ready for robotics: Bringing together the T and E of STEM in early childhood teacher education. Journal of Technology and Teacher Education, 21(3), 355-377. Retrieved from https://pdfs.semanticscholar.org/3850/1e91278c089369396e99f723701f7be036b8.pdf.
• Clandinin, D. J. (Ed.). (2007). Handbook of narrative inquiry: Mapping a methodology. Thousand Oaks, CA: Sage Publications. https://doi.org/10.4135/9781452226552.
• Clark, A. (1999). An Embodied Cognitive Science? Trends in Cognitive Sciences, 3(9), 345-351. https://doi.org/10.1016/s1364-6613(99)01361-3.
• Commonwealth of Australia. (2017). National innovation and science agenda. Australian Government. Retrieved from https://www.education.gov.au/national-innovation-and-science-agenda.
• Davidson, C. N. (2011). Now you see it: How the brain science of attention will transform the way we live, work, and learn. New York, NY: Viking.
• Denzin, N. K., & Lincoln, Y. S. (2011). The SAGE handbook of qualitative research (4th ed.). Thousand Oaks, CA: Sage.
• Department of Education and Employment Workplace Relations. (2009). Early Years Learning and Framework Australia: Belonging, Being & Becoming. Retrieved from https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia._v5_docx.pdf
• Dewey, J. (2011). Democracy and Education. Milton Keynes: Simon and Brown.
• Early Childhood Australia. (2018). Statement on young children and digital technologies. Retrieved from http://www.earlychildhoodaustralia.org.au/our-work/submissions-statements/eca-statement-young-children-digital-technologies/
• Education Council. (2015). National STEM School Education Strategy 2016–2026. Canberra: Australian Government. Retrieved from http://www.educationcouncil.edu.au/site/DefaultSite/filesystem/documents/National%20STEM%20School%20Education%20Strategy.pdf
• Elkin, M., Sullivan, A., & Bers, M. U. (2016). Programming with the KIBO robotics kit in preschool classrooms. Computers in the Schools, 33(3), 169-186. https://doi.org/10.1080/07380569.2016.1216251.
• Fleer, M. (2010). Early learning and development: Cultural historical concepts in play. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511844836.
• Fleer, M. (2015). Science for children. Cambridge: Cambridge University Press. https://doi.org/10.1111/chso.12095.
• Fleer, M. (2018). Digital animation: New conditions for children’s development in play‐based setting. British Journal of Educational Technology, 49(5), 943-958. https://doi.org/10.1111/bjet.12637.
• Groundwater-Smith, S., Dockett, S., & Bottrell, D. (2014). Participatory Research with Children and Young People. London: Sage. https://doi.org/10.4135/9781473910751.
• Hedegaard, M. (2008). Principles for interpreting research protocols. In M. Hedegaard, M. Fleer, J. Bang, & P. Hviid (Eds.), Studying children: A cultural-historical approach (pp. 46-64). Maidenhead/New York: Open University Press.
• Jetnikoff, A. (2015). Design based research methodology for teaching with technology in English [online]. English in Australia, 50(3), 56-60. Retrieved from https://eprints.qut.edu.au/93742/11/93742.pdf.
• Kärkkäinen, K., & Vincent-Lancrin, S. (2013). Sparking innovation in STEM education with technology and collaboration: A case study of the HP Catalyst Initiative. OECD Education Working Papers, No. 91. OECD Publishing. https://doi.org/10.1787/5k480sj9k442-en.
• Kewalramani, S., Havu-Nuutinen, S. (2019). Preschool teachers’ beliefs and pedagogical practices in the integration of technology: A case for engaging young children in scientific inquiry. Eurasia Journal of Mathematics, Science and Technology Education, 15(12). https://doi.org/10.29333/ejmste/109949.
• littleBits electronics Inc. (2017). Kits, Curriculum, Community. Retrieved from https://littlebits.com/.
• Lucas, B., & Hanson, J. (2014). Thinking like an engineer: Using engineering habits of mind and signature pedagogies to redesign engineering education. International Journal of Engineering Pedagogy, 6(2), 4-13. https://doi.org/10.3991/ijep.v6i2.5366.
• Marsh, J., Kumpulainen, K., Nisha, B., Velicu, A., Blum-Ross, A., Hyatt, D., ….. Thorsteinsson, G. (2017) Makerspaces in the Early Years: A Literature Review. University of Sheffield: MakEY Project. Retrieved from http://makeyproject.eu/wp-content/uploads/2017/02/Makey_Literature_Review.pdf.
• Mayer, J. D., & Salovey, P. (1995). Emotional intelligence and the construction and regulation of feelings. Applied and Preventive Psychology, 4, 197-208. https://doi.org/10.1016/S0962-1849(05)80058-7.
• McDonald, S., & Howell, J. (2012). Watching, creating and achieving: Creative technologies as a conduit for learning in the early years. British Journal of Educational Technology, 43(4), 641-651. https://doi.org/10.1111/j.1467-8535.2011.01231.x.
• Peppler, K., Wohlwend, K., Thompson, N., Tan, V., & Thomas, A. (2019). Squishing circuits: Circuitry learning with electronics and playdough in Early Childhood. Journal of Science Education and Technology, 28(2), 118-132. https://doi.org/10.1007/s10956-018-9752-2 10.1007/s10956-018-9752-2.
• Piaget, J. (1952). The Origins of Intelligence in Children. New York, NY: W.W. Norton & Co. https://doi.org/10.1037/11494-000.
• Resnick, M. (2013). Learn to Code, Code to Learn. EdSurge, May 2013.
• Resnick, M., Martin, F., Berg, R., Borovoy, R., Colella, V., Kramer, K. et al. (1998). Digital manipulatives. Proceedings of the CHI ‘98 conference, Los Angeles, April 1998. https://doi.org/10.1145/274644.274684.
• Simoncini, K., & Lasen, M. (2018). Ideas about STEM among Australian Early Childhood professionals: How important is STEM in Early Childhood Education? International Journal of Early Childhood, 50(3), 353-369. https://doi.org/10.1007/s13158-018-0229-5.
• Sternberg, R. J. (1996). Successful intelligence: How practical and creative intelligence determine success in life. New York, NY: Simon & Schuster.
• Sullivan, A., & Bers, M.U. (2016). Robotics in the early childhood classroom: Learning outcomes from an 8-week robotics curriculum in pre-kindergarten through second grade. International Journal of Technology and Design Education, 26(3). https://doi.org/10.1007/s10798-015-9304-5.
• Sullivan, F., & Heffernan, J. (2016). Robotic Construction Kits as computational manipulatives for learning in the STEM disciplines, Journal of Research on Technology in Education, 48(2), 105-128, https://doi.org/10.1080/15391523.2016.1146563.
• Thelen, E., & Smith, L. (1994) A Dynamic Systems Approach to the Development of Cognition and Action, MIT Press.
• Voogt, J., & Roblin, N. J. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies, Journal of Curriculum Studies, 44(3), 299-321, https://doi.org/10.1080/00220272.2012.668938.
• Vygotsky, L. S. (1978). Mind in society: The development of higher mental process. Cambridge, MA: Harvard University Press.
• Weiskopf, D. A. (2010). Embodied cognition and linguistic comprehension. Studies in History and Philosophy of Science Part A, 41(3), 294-304. https://doi.org/10.1016/j.shpsa.2010.07.005.

APA

Kewalramani, S., Palaiologou, I., & Dardanou, M. (2020). Children’s Engineering Design Thinking Processes: The Magic of the ROBOTS and the Power of BLOCKS (Electronics). Eurasia Journal of Mathematics, Science and Technology Education, 16(3), em1830. https://doi.org/10.29333/ejmste/113247

Vancouver

Kewalramani S, Palaiologou I, Dardanou M. Children’s Engineering Design Thinking Processes: The Magic of the ROBOTS and the Power of BLOCKS (Electronics). EURASIA J Math Sci Tech Ed. 2020;16(3):em1830. https://doi.org/10.29333/ejmste/113247

AMA

Kewalramani S, Palaiologou I, Dardanou M. Children’s Engineering Design Thinking Processes: The Magic of the ROBOTS and the Power of BLOCKS (Electronics). EURASIA J Math Sci Tech Ed. 2020;16(3), em1830. https://doi.org/10.29333/ejmste/113247

Chicago

Kewalramani, Sarika, Ioanna Palaiologou, and Maria Dardanou. "Children’s Engineering Design Thinking Processes: The Magic of the ROBOTS and the Power of BLOCKS (Electronics)". Eurasia Journal of Mathematics, Science and Technology Education 2020 16 no. 3 (2020): em1830. https://doi.org/10.29333/ejmste/113247

Harvard

Kewalramani, S., Palaiologou, I., and Dardanou, M. (2020). Children’s Engineering Design Thinking Processes: The Magic of the ROBOTS and the Power of BLOCKS (Electronics). Eurasia Journal of Mathematics, Science and Technology Education, 16(3), em1830. https://doi.org/10.29333/ejmste/113247

MLA

Kewalramani, Sarika et al. "Children’s Engineering Design Thinking Processes: The Magic of the ROBOTS and the Power of BLOCKS (Electronics)". Eurasia Journal of Mathematics, Science and Technology Education, vol. 16, no. 3, 2020, em1830. https://doi.org/10.29333/ejmste/113247