Francesca Granone

By Francesca Granone and Elin Kirsti Lie Reikerås

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.

Part of the book: Education in Childhood

By Francesca Granone, Elin Kirsti Lie Reikerås, Enrico Pollarolo and Monika Kamola

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.

Part of the book: Teacher Training and Practice

By Francesca Granone, Dagmar Anita Jakobsen, Kristine Mjølhus, Jannike Petersen and Brit Michaelsen

This chapter explores a case study about how intentional learning spaces can foster young children’s creativity and inquiry through hands-on engagement with digital microscopy. It presents a project-based learning (PBL) approach in which early childhood education students designed an exhibition aimed at inspiring both children and educators to explore the microscopic world through artistic and mathematical lenses. Drawing on key educational theories, including Bishop’s mathematical activities, Feuerstein’s mediated learning, and Ross’s model of creative processes, the chapter illustrates how the exhibition design promoted problem-solving, persistence, and multimodal exploration and how it has been evaluated using a rubric. Through a thematic analysis of the reflections from the participating students, the role of digital tools in supporting discovery, collaboration, and engagement is highlighted. The findings suggest that integrating technology in playful and exploratory ways can cultivate curiosity, enhance critical thinking, and build children’s confidence in STEAM-related activities (Science, Technology, Engineering, Arts and Mathematics). This work provides practical insights for preservice and in-service teachers on how to create dynamic learning environments that bridge art, mathematics, and scientific inquiry, fostering a deeper connection between creativity and learning.

Part of the book: Preschool Education in the 21st Century