Robotics in the Early Childhood Classroom: Learning Outcomes from an 8-Week Robotics Curriculum in Pre-Kindergarten through Second Grade

Autor/inn/en	Sullivan, Amanda; Bers, Marina Umaschi
Titel	Robotics in the Early Childhood Classroom: Learning Outcomes from an 8-Week Robotics Curriculum in Pre-Kindergarten through Second Grade
Quelle	In: International Journal of Technology and Design Education, 26 (2016) 1, S.3-20 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-015-9304-5
Schlagwörter	Robotics; Programming; Programming Languages; Engineering; Early Childhood Education; Student Evaluation; Technology; STEM Education; Preschool Education; Preschool Children; Outcomes of Education; Preschool Curriculum; Grade 1; Grade 2 + Suchen Sie Ihr Suchwort? Robotertechnik; Programmierung; Maschinenbau; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Schulnote; Studentische Bewertung; Technologie; STEM; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Lernleistung; Schulerfolg; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02
Abstract	In recent years there has been an increasing focus on the missing "T" of technology and "E" of engineering in early childhood STEM (science, technology, engineering, mathematics) curricula. Robotics offers a playful and tangible way for children to engage with both T and E concepts during their foundational early childhood years. This study looks at N = 60 children in pre-kindergarten through second grade who completed an 8-week robotics curriculum in their classrooms using the KIWI robotics kit combined with a tangible programming language. Children were assessed on their knowledge of foundational robotics and programming concepts upon completion of the curriculum. Results show that beginning in pre-kindergarten, children were able to master basic robotics and programming skills, while the older children were able to master increasingly complex concepts using the same robotics kit in the same amount of time. Implications for developmentally appropriate design of technology, as well as structure and pace of robotics curricula for young children are addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01