"My Cars Don't Drive Themselves": Preschoolers' Guided Play Experiences with Button-Operated Robots

Autor/inn/en	Hall, Jacob A.; McCormick, Kate I.
Titel	"My Cars Don't Drive Themselves": Preschoolers' Guided Play Experiences with Button-Operated Robots
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 66 (2022) 3, S.510-526 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hall, Jacob A.) ORCID (McCormick, Kate I.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-022-00727-8
Schlagwörter	Preschool Children; Play; Robotics; Computation; Thinking Skills; Scaffolding (Teaching Technique); Child Care Centers; Learning Processes; Interpersonal Communication + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Spiel; Robotertechnik; Denkfähigkeit; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Learning process; Lernprozess; Interpersonale Kommunikation
Abstract	Computational thinking (CT) is considered an essential literacy skill for all children to develop, yet conceptual, practical, and empirical work with preschool-age children is scarce. A particular gap in the research is how CT instruction should be enacted (e.g., free play, guided play, levels of scaffolding, degree of child-initiated activities, and structure of programming tasks). Therefore, we aimed to describe what preschool children's CT experiences are like when button-operated robots are introduced into their guided play. This interpretive phenomenological study applied the Mosaic Approach to explore the emergence of CT skills during guided play with a button-operated robot (Bee-Bot). Participants were 29 preschool-age children from an early childhood education center in the northeastern United States. Data sources included audio-visual recordings, observations, child focus groups, and child-generated artifacts. The findings suggest children constructed meaning across the CT dimensions, connected with others through dialogue and negotiation, and used guidance from adults to extend their learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01