Profile of Dr WU, Dandan 吳丹丹 - The Education University of Hong Kong


Assistant Professor	Department of Early Childhood Education
Member	Centre for Psychosocial Health

Contact

ORCiD

0000-0003-1855-3570

Phone

(852) 2948 7504

Fax

(852) 2948 7160

ddwu@eduhk.hk

Address

10 Lo Ping Road, Tai Po, New Territories, Hong Kong

Website

https://pappl.eduhk.hk/rich/web/person.xhtml?pid=187773&name=WU, Dandan

Scopus ID

57208482542

Research Interests

Developmental cognitive neuroscience

Early language acquisition and early multilingualism

Early development of spatial language and cognition

Formal and informal learning in early STEM

Teacher-child interactions in constructive play

Teaching Interests

Development of Early Childhood Education

Honours Project

Child Development

Personal Profile

Dr. Wu Dandan obtained her Ph.D. degree in early childhood education (ECE) at Macquarie University, Sydney, Australia. Before being a researcher, Dandan was a registered class teacher in Hong Kong kindergartens, a textbook editor for ECE teaching materials and an ECE teacher trainer. Her research interests cover developmental cognitive neuroscience, early language acquisition and early multilingualism, early development of spatial language and cognition, formal and informal learning in early STEM. She is an editorial board member and reviewer for several international peer-reviewed journals in the field, including Frontiers in Psychology, Children and Youth Services Review, Early Education and Development, International Journal of Early Years Education, etc. Her recent studies focus on the neuroimaging exploration of the impact of early learning experience/living environment on children’s brain development using fNIRS technology.

Research Interests

Developmental cognitive neuroscience

Early language acquisition and early multilingualism

Early development of spatial language and cognition

Formal and informal learning in early STEM

Teacher-child interactions in constructive play

Teaching Interests

Development of Early Childhood Education

Honours Project

Child Development

Research Outputs


Journal Publications Yang, W., Wu, D., Liao, T., Wu, R., & Li, H. (2023). Ready for a technology future? Chinese preservice preschool teachers’technological pedagogical content knowledge and its predicting factors. Journal of Research on Technology in Education, Online Publication, 1-19.. https://doi.org/10.1080/15391523.2023.2196458 Chen, N., Wu, D., Hong, H.Y., Chai, C.S., & Liang, J.C. (2023). Developing a design thinking engagement scale for early childhood teachers. International Journal of Technology and Design Education, 1-25.. https://doi.org/10.1007/s10798-023-09807-z Li, H., Wu, D., Yang, J., Xie, S., Chang, C., & Luo, J. (2023). Bilinguals have more effective executive function: Evidence from an fNIRS study of the neural correlates of cognitive shifting. International Journal of Bilingualism, 27(1), 22-38.. https://doi.org/10.1177/13670069221076375 Wang, C., Qian, H., Li, H., & Wu, D. (2023). The status quo, contributors, consequences and models of digital overuse/problematic use in preschoolers: A scoping review. Frontiers in Psychology, 14, 1049102.. https://doi.org/ 10.3389/fpsyg.2023.1049102 Xie, S., Gong, C., Lu, J., Zhang, H., Wu, D., Chi, X., Li, H., & Chang, C. (2022). An fNIRS Study of Applicability of the Unity–Diversity Model of Executive Functions in Preschoolers. Brain Sciences, 12(12), 1722.. https://doi.org/10.3390/brainsci12121722 Li, P., Wu, D., Degotardi, S., & Chik, A. (2022). Family language policy and bilingual parenting in monolingual Beijing: latent profiles and associated predictors. International Journal of Bilingual Education and Bilingualism, 25(9), 3374-3388.. https://doi.org/10.1080/13670050.2022.2058867 Wu, D., Cai, L., Liang, L., & Li, H. (2022). Patterns and predictors of code-switching in Singapore preschoolers: a corpus-based study. International Journal of Bilingual Education and Bilingualism, 25(8), 2933-2948.. https://doi.org/10.1080/13670050.2021.1997903 Xie, S., Gong, C., Lu, J., Li, H., Wu, D., Chi, X., & Chang, C. (2022). Enhancing Chinese preschoolers’ executive function via mindfulness training: An fNIRS study. Frontiers in Behavioral Neuroscience, 16, 961797.. https://doi.org/10.3389/fnbeh.2022.961797 Yue, Y., Yuan, H., Tan, B., & Wu, D. (2022). The Mediating Role of Maternal Psychological Capital on the Relationship between Social Support and Parenting Competence: Evidence from Chinese Mothers. Early Education and Development, 34(5), 1274-1288.. https://doi.org/10.1080/10409289.2022.2098761 Li, H., Liang, L., & Wu, D. (2021). Predicting Chinese Preschoolers' Acquisition of Aspect Markers: A Corpus-Based Study. Languages, 7(2), 133. https://doi.org/10.3390/languages7020133 Wu, D., Li, H., & Degotardi, S. (2021). Early Spatial Language Development and Education: A Scoping Review. SN Social Sciences, 2(2), 1-31. https://doi.org/10.1007/s43545-021-00260-0 Wu, D., Liao, T., Yang, W., & Li, H. (2020). Exploring the relationships between scientific epistemic beliefs, science teaching beliefs and science-specific PCK among pre-service kindergarten teachers in China. Early Education and Development, 32(1), 82-97. https://doi.org/10.1080/10409289.2020.1771971 Li, H., & Wu, D. (2018)。美國幼兒園STEM教育最新研究成果。幼兒教育：教育科學，1，8-11。
Conference Papers Lau, Y.H.E., Power, T.G., & Wu, D. (2023, March). Effectiveness of Mixed-Mode Parenting Program during the COVID-19 Pandemic: A Quasi-experiment Study in Hong Kong. Paper presented at Society for Research in Child Development (SRCD) 2023 Biennial Meeting, Salt Lake City, USA.

Journal Publications
Yang, W., Wu, D., Liao, T., Wu, R., & Li, H. (2023). Ready for a technology future? Chinese preservice preschool teachers’technological pedagogical content knowledge and its predicting factors. Journal of Research on Technology in Education, Online Publication, 1-19.. https://doi.org/10.1080/15391523.2023.2196458
Chen, N., Wu, D., Hong, H.Y., Chai, C.S., & Liang, J.C. (2023). Developing a design thinking engagement scale for early childhood teachers. International Journal of Technology and Design Education, 1-25.. https://doi.org/10.1007/s10798-023-09807-z
Li, H., Wu, D., Yang, J., Xie, S., Chang, C., & Luo, J. (2023). Bilinguals have more effective executive function: Evidence from an fNIRS study of the neural correlates of cognitive shifting. International Journal of Bilingualism, 27(1), 22-38.. https://doi.org/10.1177/13670069221076375
Wang, C., Qian, H., Li, H., & Wu, D. (2023). The status quo, contributors, consequences and models of digital overuse/problematic use in preschoolers: A scoping review. Frontiers in Psychology, 14, 1049102.. https://doi.org/ 10.3389/fpsyg.2023.1049102
Xie, S., Gong, C., Lu, J., Zhang, H., Wu, D., Chi, X., Li, H., & Chang, C. (2022). An fNIRS Study of Applicability of the Unity–Diversity Model of Executive Functions in Preschoolers. Brain Sciences, 12(12), 1722.. https://doi.org/10.3390/brainsci12121722
Li, P., Wu, D., Degotardi, S., & Chik, A. (2022). Family language policy and bilingual parenting in monolingual Beijing: latent profiles and associated predictors. International Journal of Bilingual Education and Bilingualism, 25(9), 3374-3388.. https://doi.org/10.1080/13670050.2022.2058867
Wu, D., Cai, L., Liang, L., & Li, H. (2022). Patterns and predictors of code-switching in Singapore preschoolers: a corpus-based study. International Journal of Bilingual Education and Bilingualism, 25(8), 2933-2948.. https://doi.org/10.1080/13670050.2021.1997903
Xie, S., Gong, C., Lu, J., Li, H., Wu, D., Chi, X., & Chang, C. (2022). Enhancing Chinese preschoolers’ executive function via mindfulness training: An fNIRS study. Frontiers in Behavioral Neuroscience, 16, 961797.. https://doi.org/10.3389/fnbeh.2022.961797
Yue, Y., Yuan, H., Tan, B., & Wu, D. (2022). The Mediating Role of Maternal Psychological Capital on the Relationship between Social Support and Parenting Competence: Evidence from Chinese Mothers. Early Education and Development, 34(5), 1274-1288.. https://doi.org/10.1080/10409289.2022.2098761
Li, H., Liang, L., & Wu, D. (2021). Predicting Chinese Preschoolers' Acquisition of Aspect Markers: A Corpus-Based Study. Languages, 7(2), 133. https://doi.org/10.3390/languages7020133
Wu, D., Li, H., & Degotardi, S. (2021). Early Spatial Language Development and Education: A Scoping Review. SN Social Sciences, 2(2), 1-31. https://doi.org/10.1007/s43545-021-00260-0
Wu, D., Liao, T., Yang, W., & Li, H. (2020). Exploring the relationships between scientific epistemic beliefs, science teaching beliefs and science-specific PCK among pre-service kindergarten teachers in China. Early Education and Development, 32(1), 82-97. https://doi.org/10.1080/10409289.2020.1771971
Li, H., & Wu, D. (2018)。美國幼兒園STEM教育最新研究成果。幼兒教育：教育科學，1，8-11。

Conference Papers
Lau, Y.H.E., Power, T.G., & Wu, D. (2023, March). Effectiveness of Mixed-Mode Parenting Program during the COVID-19 Pandemic: A Quasi-experiment Study in Hong Kong. Paper presented at Society for Research in Child Development (SRCD) 2023 Biennial Meeting, Salt Lake City, USA.

Projects


The Spectrum of Digital Well-being in Hong Kong Preschoolers: A Multiple Case Study 8. A brief description/summary of the project (if any): This study aims to conduct a multiple case study to understand the spectrum of digital well-being in Hong Kong preschoolers. The following questions will guide this research: (1) What are the spectrum of digital well-being of Hong Kong preschoolers? (2) What are Hong Kong parents’ perceived digital well-being of their preschoolers? (3) What are Hong Kong teachers’ perceptions and views on early digital well-being? Project Start Year: 2023, Principal Investigator(s): WU, Dandan
Using Picture Book to Promote Positive Education in Pre-School Through Home-School-Community Collaboration This project aims to promote the use of picture books in enhancing kindergartens’ development of positive education through Home-School-Community collaboration. Project Start Year: 2022, Principal Investigator(s): WONG, Kwok Sai, Tricia (WU, Dandan as Team Member)
Exploring the Impact of Early Digital Overuse on Children’s Attention Span and Executive Function: A Pilot Study Based on Neural-Correlates Evidence .. Project Start Year: 2022, Principal Investigator(s): WU, Dandan
The Impact of Early Math Experience on Young Children's Executive Function: An fNIRS Study .. Project Start Year: 2022, Principal Investigator(s): WU, Dandan
Exploring the impacts of STEM maker activities on mental rotation: a fNIRS (functional near-infrared spectroscopy) study 跨學科STEM教育是近年來的一個研究熱點，而STEM創客活動是實現STEM跨學科統整的重要手段。STEM創客活動中人腦與物質世界需要進行複雜的交互活動，從而從成為STEM學習的區別其他學習方式的一個重要特徵。近期大量研究發現創客活動對學生的思維有深遠的影響（Marunić & Glažar，2014)，尤其是以積木搭建為核心的工程類創客活動能夠為學生的空間能力帶來積極作用（Newman, Hansen，& Gutierrez,2016)。然而，目前的研究結果大多數建立在行為研究上，對空間思維的腦啟動情況的研究仍存在空白。因此，本研究旨在探索以智慧積木為基礎的STEM創客活動對小學生空間旋轉能力的影響，並通過使用功能性近紅外技術對比創客活動前後小學生進行空間旋轉任務時的腦啟動情況，從而夯實推行STEM創客活動的理論和實證基礎。 Project Start Year: 2021, Principal Investigator(s): WAN, Zhihong 萬志宏 (WU, Dandan 吳丹丹 as Co-Investigator)