Journal
INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION
Volume 26, Issue 1, Pages 3-20Publisher
SPRINGER
DOI: 10.1007/s10798-015-9304-5
Keywords
Robotics; Programming; Engineering; Education; Early childhood
Categories
Funding
- Division Of Research On Learning
- Direct For Education and Human Resources [1118897] Funding Source: National Science Foundation
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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.
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