OurKidsCode: Facilitating Families to Be Creative with Computing

Children’s literacy skills development through non-formal education: a scoping review

“…In 2018, three articles [21]- [22], [26] were found in research on non-formal education. In addition, two articles were found in 2019 [20], [27] from the four databases. In 2020, four articles were identified [19], [29]- [30], [32], while there were three articles [23]- [25] was found in 2021 respectively concerning non-formal education.…”

“…As to the distribution by country, the highest number of studies were conducted in Portugal [20], [29], [30] and Brazil [24], [26], [33] with n=3 studies respectively. Meanwhile, nine countries, namely Finland [19], Costa Rica [21], Nigeria [22], Greece [23], Romania [32], Luxembourg [25], Ireland [27], Spain [31], and a combination of respondents from both Bangladesh and Pakistan [28] were recorded with one study each.…”

“…From the accumulated 15 studies in Table 4, n=10 [20], [23]- [24], [26], [27], [29], [30]- [33] were qualitative studies, followed by n=3 [21], [22], [25] were quantitative studies. Meanwhile, n=2 studies [19], [28] used a mixed-method research design.…”

“…In addition, n=2 studies applied case studies [24], [31] and literature searches [26], [32] respectively. Other research methods found were workshops [27], personal meaning map [29], intervention [28], ethnographic [19] and field notes [30] with one study each.…”

Caregivers’ Multiple Roles in Supporting their Child through an Engineering Design Project (Fundamental)

“…In the figure, the center hemisphere indicates the highest level of impact on the project (i.e., caregiver in position of power) and the outside hemisphere indicates the lowest level of impact on the project (i.e., child in position of power). As noted in the introduction, there was also an interest in understanding how contextual factors of the program seemed to influence caregivers' role enactment as these have implications for how to design the learning environment and learning experience for families to engage in creative production [42], co-creation [43], and to empower caregivers to overcome their negative feelings (e.g., inadequacy, embarrassment) and lack of competence in supporting their child(ren) in STEM activities [6], [44]. As stated by [23], "It is not enough to merely enable parents and children to create together" (p. 669).…”