Scaffolding Young Children's Reflections With Student-Created PowerPoint Presentations

Abstract

This study investigated young children's reflections about their learning experiences through Student-Created PowerPoint Presentations (SCPP). The study was conducted in a K/1 classroom in a university-affiliated school while the children completed a project titled “Who Measures What in Our Neighborhood?” The participants were 14 children (five girls and nine boys) and the teaching assistant, who facilitated the SCPP. Qualitative methods were used in the inquiry. The main data sources were videos of the SCPP sessions, interviews with the teaching assistant, and the children's SCPP presentations. Microanalysis was applied to the videos and presentations. The results indicated that SCPP effectively supported and facilitated young children's reflections. The levels and patterns of reflection were not related to gender but were closely related to age. SCPP provided the context for reflection in a communicative form, venues for different learning needs, a means for evaluating students' learning, and a medium for creating shared experiences and meanings. These young children also learned and practiced computer skills in an authentic context. The analysis indicated that three aspects of SCPP directly promoted students' reflections: the semi-structured presentation form, teacher-assisted individual sessions, and the use of the project curriculum. Some practical suggestions on scaffolding children's reflections through SCPP are made.