معرفی
Enrico Pollarolo is an Assistant Professor in the Department of Early Childhood Education at the University of South-Eastern Norway, Faculty of Arts and Education. His research and teaching focus on fostering higher-order thinking skills in young children through innovative pedagogical practices in early childhood education and care (ECEC). He is actively involved in research projects that explore the integration of mathematics, coding toys, and outdoor learning to support cognitive development.
His research interests include:
- Early Childhood Education and Care (ECEC)
- Higher-Order Thinking Skills (critical thinking, problem-solving)
- Computational Thinking in early years
- Mathematics Education for young children
- Semiotic mediation by educators
- Inclusive and participatory research methods
His recent publications (2020–2025) reflect a strong emphasis on how educators can scaffold children’s learning through technology-enhanced and outdoor environments. The articles span journals such as Frontiers in Psychology, Entertainment Computing, and European Early Childhood Education Research Journal, as well as presentations at EECERA, ICSEI, and IASSIDD conferences. Key themes include the use of coding toys, transfer of problem-solving skills, and the conceptual distinctions between critical, computational, and problem-solving thinking.
Scientific contributions include:
- Systematic literature reviews on coding toys in ECEC
- Case studies on outdoor mathematics education
- Development of pedagogical resources (DiCoTe-ressurser)
- Work on inclusive research practices with co-researchers
Dr. Pollarolo collaborates extensively with researchers such as Francesca Granone, Elin Kirsti Lie Reikerås, and Natalia Kucirkova. He contributes to both academic knowledge and practical resources for educators. He has no listed scientific awards in the provided text, but his consistent publication record and conference presence indicate an active and impactful research trajectory. He advises on research projects and contributes to the development of inclusive educational practices, though formal student advisees are not listed. His work is grounded in both theoretical and applied perspectives, aiming to bridge research and classroom practice in early childhood settings.
