| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
A review of computational toys and kits for young children
|
Yu, Junnan
|
|
2019
|
21 |
C |
p. 17-36
|
article
|
| 2 |
Children’s agency by design: Design parameters for personalization in story-making apps
|
Kucirkova, Natalia
|
|
2019
|
21 |
C |
p. 112-120
|
article
|
| 3 |
Children’s embodied intuitive interaction — Design aspects of embodiment
|
Desai, Shital
|
|
2019
|
21 |
C |
p. 89-103
|
article
|
| 4 |
Coding games and robots to enhance computational thinking: How collaboration and engagement moderate children’s attitudes?
|
Sharma, Kshitij
|
|
2019
|
21 |
C |
p. 65-76
|
article
|
| 5 |
Connecting children’s scientific funds of knowledge shared on social media to science concepts
|
Mills, Kelly
|
|
2019
|
21 |
C |
p. 54-64
|
article
|
| 6 |
Editorial Board
|
|
|
2019
|
21 |
C |
p. ii
|
article
|
| 7 |
Embedded figures in stories (EFiS): A method to observe preschoolers’ interactions with spatial manipulatives
|
Baykal, G.E.
|
|
2019
|
21 |
C |
p. 121-129
|
article
|
| 8 |
Empowering educators by developing professional practice in digital fabrication and design thinking
|
Andersen, Hanne Voldborg
|
|
2019
|
21 |
C |
p. 1-16
|
article
|
| 9 |
Going beyond performance scores: Understanding cognitive–affective states in Kindergarteners and application of framework in classrooms
|
Sridhar, Priyashri K.
|
|
2019
|
21 |
C |
p. 37-53
|
article
|
| 10 |
Learning from the real and the virtual worlds: Educational use of augmented reality in early childhood
|
Oranç, Cansu
|
|
2019
|
21 |
C |
p. 104-111
|
article
|
| 11 |
Speech interface reformulations and voice assistant personification preferences of children and parents
|
Yuan, Ye
|
|
2019
|
21 |
C |
p. 77-88
|
article
|
| 12 |
The scope of autonomy when teaching computational thinking in primary school
|
Carlborg, Niklas
|
|
2019
|
21 |
C |
p. 130-139
|
article
|
Journal description