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In the twenty-first century, four important different and intertwined domains for children’s skills have been identified: cognitive, interpersonal, intrapersonal and technical. In the cognitive domain, key terms such as critical thinking, problem-solving and computational thinking have been highlighted. Although these terms have been identified as fundamental for preschool children, the literature draws attention to early childhood teachers’ difficulty in including them in curriculum activities, which can therefore hinder children’s learning. This chapter aims to analyse the similarities and differences in the characteristics of the three terms computational thinking, problem-solving and critical thinking. Such analysis of the terms will be of importance, both for further research in the area and for clarification in communication with teachers. In this way, the concepts may be more accessible for teachers. In particular, in this chapter, the concepts will be analysed and explained through an example from an educational setting where a group of children and a teacher play together with a digital toy.

The objective of this study was to investigate ECEC teachers and primary school teachers’ perspective about recognizing models, structures and using analogical thinking as a key to facilitate children’s learning process. Without discussing in-depth the definition of a mathematical structure or model, teachers reflected about the possibilities and the reasons why to use models, structures and an analogical approach in teaching. Both ECEC teachers and primary school teachers showed a comprehension about those concepts, but mainly related to a theoretical approach. The idea that recognizing structures and models can help to identify what is known and what is new when we try to solve a problem has been discussed. An analogical approach that can help teachers to sustain children in the transition from what is known and what is not has been evaluated, connected to the zone of proximal development (Vygotsky) and to scaffolding (Bruner). Reflections about the Framework Plan for Kindergartens and the Framework for basic skills in primary school are reported. Both ECEC teachers and primary school teachers evaluated the concepts of “models” and “structures” as important, agreeing with Van Hiele and Bartha’s definition. Both groups of teachers also recognized the importance of analogical thinking, where structures and models are useful for defining a starting point in the learning process.

In an evolving world, where both adults and children continuously have to adapt to different and unexpected situations, the need to develop strong problem-solving skills from early years is evident. In addition, recent events such as COVID-19 that have led schools to close have highlighted the parent’s role in supporting learning. Technology should be considered a useful tool for communication and learning, both in-home and in preschool. A possible approach to enhance problem-solving skills is to play with technological devices together. This chapter results from a series of considerations on playful programming-based home learning experiences with tactile elements for preschool children. The text presents a qualitative analysis of children’s learning of problem-solving skills enhanced by this activity as well as mathematics and language. The children use the device as part of their free play. In the state of this play, the children in our examples show happiness and a form of flow that can remind of what is found in mindfulness. The findings are discussed in light of related theories on play and problem-solving. Some practical advice for teachers and parents on how to set theory into practice is included.

The objective of this study was to investigate preschool-aged children’s rational behavior and dialogical critical thinking and analyze different types of dialogical exchange about mathematics among 5-years-old children. Based on a two-part theoretical framework, one referred to Habermas’ construct of rational behavior and the second to Daniel’s model about typology of dialogical exchange among peers, the study shows that a dialogue containing all three components of the rational behavior can be reached by children just when the dialogue is a critical dialogical type. This happens when children show spontaneous and complete justifications, with a critic approach and this allows children to reach a modification of the initial idea as a common solution. Considerations about teacher’s role are presented.

The study intends to raise a discussion regarding the question of whether a Mediated Learning Experience (MLE) can be considered applicable to children younger than two years with Down Syndrome (DS), to stimulate their cognitive abilities. In fact, currently MLE approach is used mainly for children of at least two years of age. The longitudinal study has been conducted for six months with a one-year-old child with DS (named T.) between 12 and 18-months of age. Sessions of video recording was conducted each week, videotaping the boy and his mother interacting in different object permanence and cause-effect activities. The article presents first a discussion about similar characteristics that can be identified between MLE and the Karlstad-model, an established approach used regularly in Norway to enhance the communication abilities of children with DS already from the first months. Then, the research presents and discusses how simple activities used also to introduce the Karlstad-model for enhancing child’s communication ability can be used to support specific cognitive functions. The study raises interest about the possibility of defining activities suitable for an MLE approach with focus on children younger than two years of age with DS. The results obtained are not generalizable but provide a starting point for discussion that opens up to possible qualitative and quantitative subsequent studies carried out on larger populations.

Vi vil i denne oppgaven se på hvilke matematiske kompetanser barn tyr til under problemløsning. Bruk av Matematikk og digitale verktøy er noe man kan tenke seg vil variere i barnehager med ulike satsningsområder. Om barnehagelærere og pedagoger ser hvilket utbytte barn kan ha av digitale verktøy og matematikk handler nok både om tidligere erfaringer og matematiske fagkunnskaper. Noe som naturlig vil kunne påvirke både formidling og fagets plass i barnehagen. I denne oppgaven har vi valgt å se nærmere på de kompetanser barn anvender og ikke minst videreutvikler i møte med kodeleken. Noe vi håper kan bidra til at flere barnehagelærere ser matematikk, som en måte å se og møte verden på. Og ikke minst digitale verktøy som en spennende og tidsriktig metode, man kan anvende når barn skal jobbe med matematikk i barnehagen. Vi har valgt en deduktiv metode som handler om at vi hadde noen forventninger knyttet til hva vi kom til å finne. Teorien tar i særlig grad utgangspunkt i problemløsning og problemløsningsstrategier og matematiske kompetanser slik som algoritmisk tenkning, romforståelse, parkobling og telling. Gjennom bachelor prosjektet vårt utførte vi uavhengige kvalitative observasjoner i de barnehagene som vi gjennom DiCoTe prosjektet fikk låne tilgang til.