Our publications provide empirical evidence for policy and practice in early childhood education, particularly in integrating technology and fostering 21st-century skills. The following highlights some of them:

1. Yang, W., Wang, C., & Bautista, A. (2024).
   A YouTube video club for teacher learning: Empowering early childhood educators to teach STEM.
   British Journal of Educational Technology, 55(2), 605–624. https://doi.org/10.1111/bjet.13396

   • Focus: Examined the impact of a YouTube video club on enhancing STEM teaching confidence and practices among early childhood educators.

2. Yang, W., Ng, D. T. K., & Su, J. (2023).
   The impact of story-inspired programming on preschool children's computational thinking: A multi-group experiment.
   Thinking Skills and Creativity, 47, 101218. https://doi.org/10.1016/j.tsc.2022.101218

   • Focus: Demonstrated the effectiveness of story-based programming in fostering computational thinking (CT) skills in young children.

3. Yang, W., Huang, R., Su, Y., Zhu, J., Hsieh, W. Y., & Li, H. (2022).
   Coaching early childhood teachers: A systematic review of its effects on teacher instruction and child development.
   Review of Education, 10(1), e3343. https://doi.org/10.1002/rev3.3343

   • Focus: Synthesized evidence on coaching’s role in improving teacher practices and child outcomes in early education.

4. Yang, W. (2022).
   Artificial Intelligence education for young children: Why, what, and how in curriculum design and implementation.
   Computers and Education: Artificial Intelligence, 3, 100061. https://doi.org/10.1016/j.caeai.2022.100061

   • Focus: Proposed a framework for AI literacy in early childhood, emphasizing culturally responsive AI curricula.

5. Yang, W., Luo, H., & Su, J. (2022).
   Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes, and teacher perception.
   British Journal of Educational Technology, 53(6), 1486–1510. https://doi.org/10.1111/bjet.13266

   • Focus: Evaluated screen-free robot programming’s impact on engagement and CT skills in diverse early childhood settings.

6. Zeng, Y., Yang, W., & Bautista, A. (2024).
   Developing young children’s computational thinking through programming with a hybrid kit.
   Journal for the Study of Education and Development, 02103702241253407. https://doi.org/10.1177/02103702241253407

   • Focus: Validated a hybrid programming kit’s effectiveness in fostering CT skills in young children.

7. Zeng, Y., Yang, W., & Bautista, A. (2023).
   Teaching programming and computational thinking in early childhood education: A case study of content knowledge and pedagogical knowledge.
   Frontiers in Psychology, 14, 1252718. https://doi.org/10.3389/fpsyg.2023.1252718

   • Focus: Analyzed teachers’ knowledge gaps and teaching strategies in CT education.

8. Zeng, Y., Yang, W., & Bautista, A. (2023).
   Computational thinking in early childhood education: Reviewing the literature and redeveloping the three-dimensional framework.
   Educational Research Review, 39, 100520. https://doi.org/10.1016/j.edurev.2023.100520

   • Focus: Proposed a revised CT framework for early childhood education.

9. Zong, Z., Yang, W., & Li, Y. (2024).
   Exploring social-emotional learning in China: A mixed-methods study with Chinese early childhood teachers.
   Discovery Education, 3(1), 14. https://doi.org/10.1007/s44217-024-00098-7

   • Focus: Investigated social-emotional learning (SEL) training for teachers using a curriculum-based approach.

10. Zhou, W., & Yang, W. (2024).
    Integrating story-based STEM design challenges in early childhood curricula: An activity theory perspective.
    International Journal of Technology and Design Education, 1–24. https://doi.org/10.1007/s10798-024-09917-2

    • Focus: Examined the impact of story-based STEM challenges on child engagement and teacher practices.

11. Xiang, S., Yang, W., & Yeter, I. H. (2023).
    Making a Makerspace for children: A mixed-methods study in Chinese kindergartens.
    International Journal of Child-Computer Interaction, 36, 100583. https://doi.org/10.1016/j.ijcci.2023.100583

    • Focus: Evaluated the role of makerspaces in fostering creativity and hands-on skills in young children.

12. Li, W., & Yang, W. (2023).
    Promoting children's computational thinking: A quasi-experimental study of web-mediated parent education.
    Journal of Computer Assisted Learning, 39(5), 1564–1575. https://doi.org/10.1111/jcal.12818

    • Focus: Assessed the effectiveness of a web-based parent education program in enhancing children’s CT skills at home.