Programming Robots in Kindergarten to Express Identity

2012 ◽  
pp. 1952-1968 ◽  
Author(s):  
Marina U. Bers ◽  
Alyssa B. Ettinger
Keyword(s):  
Young Children ◽  
Computational Thinking ◽  
Day School ◽  
Kindergarten Children ◽  
Programming System ◽  
Developmental Needs ◽  
Engineering Design Process ◽  
Tangible Programming ◽  
Community Day School ◽  
Ethnographic Analysis

This chapter presents a research program that uses robotics as a powerful tool to engage Kindergarten children in developing computational thinking and learning about the engineering design process. Using an ethnographic analysis of an experience in a Kindergarten classroom at the Jewish Community Day School (JCDS), a pluralistic school in Watertown, MA, in which children worked with robotics as a way to explore issues of identity, the chapter highlights both developmental and technological considerations that need to be addressed when engaging young children with robotic activities. This project used an innovative hybrid tangible programming system composed of interlocking wooden blocks, called CHERP, specifically designed to meet the developmental needs of young children. While many robotic programs highlight building aspects and their relationship to engineering education, the approach presented in this chapter complements this by focusing on programming by teaching powerful ideas from computer science at a very early age.

Programming Robots in Kindergarten to Express Identity

2012 ◽  
pp. 168-184 ◽  
Author(s):  
Marina U. Bers ◽  
Alyssa B. Ettinger
Keyword(s):  
Young Children ◽  
Computational Thinking ◽  
Day School ◽  
Kindergarten Children ◽  
Programming System ◽  
Developmental Needs ◽  
Engineering Design Process ◽  
Tangible Programming ◽  
Community Day School ◽  
Ethnographic Analysis

This chapter presents a research program that uses robotics as a powerful tool to engage Kindergarten children in developing computational thinking and learning about the engineering design process. Using an ethnographic analysis of an experience in a Kindergarten classroom at the Jewish Community Day School (JCDS), a pluralistic school in Watertown, MA, in which children worked with robotics as a way to explore issues of identity, the chapter highlights both developmental and technological considerations that need to be addressed when engaging young children with robotic activities. This project used an innovative hybrid tangible programming system composed of interlocking wooden blocks, called CHERP, specifically designed to meet the developmental needs of young children. While many robotic programs highlight building aspects and their relationship to engineering education, the approach presented in this chapter complements this by focusing on programming by teaching powerful ideas from computer science at a very early age.

scholarly journals PopBots: Designing an Artificial Intelligence Curriculum for Early Childhood Education

2019 ◽  
Vol 33 ◽  
pp. 9729-9736 ◽  
Author(s):  
Randi Williams ◽  
Hae Won Park ◽  
Lauren Oh ◽  
Cynthia Breazeal
Keyword(s):  
Artificial Intelligence ◽  
Young Children ◽  
Computational Thinking ◽  
Social Robot ◽  
Kindergarten Children ◽  
Learning Needs ◽  
Teaching Approaches ◽  
Childhood Education ◽  
Hands On ◽  
Specific Learning

PopBots is a hands-on toolkit and curriculum designed to help young children learn about artificial intelligence (AI) by building, programming, training, and interacting with a social robot. Today’s children encounter AI in the forms of smart toys and computationally curated educational and entertainment content. However, children have not yet been empowered to understand or create with this technology. Existing computational thinking platforms have made ideas like sequencing and conditionals accessible to young learners. Going beyond this, we seek to make AI concepts accessible. We designed PopBots to address the specific learning needs of children ages four to seven by adapting constructionist ideas into an AI curriculum. This paper describes how we designed the curriculum and evaluated its effectiveness with 80 Pre-K and Kindergarten children. We found that the use of a social robot as a learning companion and programmable artifact was effective in helping young children grasp AI concepts. We also identified teaching approaches that had the greatest impact on student’s learning. Based on these, we make recommendations for future modules and iterations for the PopBots platform.

Computer Science Unplugged: A Systematic Literature Review

2021 ◽  
pp. 004723952110188
Author(s):  
Ali Battal ◽  
Gülgün Afacan Adanır ◽  
Yasemin Gülbahar
Keyword(s):  
Literature Review ◽  
Computer Science ◽  
Systematic Literature Review ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Inclusion Criteria ◽  
Relevant Research ◽  
Tangible Programming ◽  
Review Procedure ◽  
Research Studies

The computer science (CS) unplugged approach intends to teach CS concepts and computational thinking skills without employing any digital tools. The current study conducted a systematic literature review to analyze research studies that conducted investigations related to implementations of CS unplugged activities. A systematic review procedure was developed and applied to detect and subsequently review relevant research studies published from 2010 to 2019. It was found that 55 research studies (17 articles + 38 conference proceedings) satisfied the inclusion criteria for the analysis. These research studies were then examined with regard to their demographic characteristics, research methodologies, research results, and main findings. It was found that the unplugged approach was realized and utilized differently among researchers. The majority of the studies used the CS unplugged term when referring to “paper–pencil activities,” “problem solving,” “storytelling,” “games,” “tangible programming,” and even “robotics.”

scholarly journals Are Homemade and Commercial Infant Foods Different? A Nutritional Profile and Food Variety Analysis in Spain

Nutrients ◽  
2021 ◽  
Vol 13 (3) ◽  
pp. 777
Author(s):  
Maria Jose Bernal ◽  
Sergio Roman ◽  
Michelle Klerks ◽  
Juan Francisco Haro-Vicente ◽  
Luis Manuel Sanchez-Siles
Keyword(s):  
Young Children ◽  
Later Life ◽  
Cross Sectional Study ◽  
Food Diary ◽  
Cross Sectional ◽  
Developmental Needs ◽  
Infant Foods ◽  
Nutritional Profile ◽  
Yellow Orange ◽  
Food Variety

Complementary feeding (CF) is an important determinant of early and later life nutrition with great implications for the health status and the development of an adequate growth. Parents can choose between homemade foods (HMFs) and/or commercial infant foods (CIFs). There is no consistent evidence as to whether HMFs provide a better nutritional profile and variety over CIFs. The aim of this study was to compare the nutritional profiles and food variety of HMFs versus CIFs in the Spanish market targeted for infants (6–11 months) and young children (12–18 months). Thirty mothers with their children aged 6 to 18 months were included in this cross-sectional study, following a 3-day weighed food diary of which HMFs were collected and chemically analyzed. HMFs meals for infant provided significantly lower energy, higher protein and higher fiber, for young children provided significantly higher protein and fiber than CIFs meals. HMFs fruit purees for infant shown significantly higher fiber and for young children provided higher energy than CIFs. HMFs meals contained a significantly greater number of different vegetables than CIFs meals (3.7 vs. 3.3), with carrot as the most frequently used in both. However, in CIFs fruit purees shown higher different fruits than HMFs, in both the banana was the fruit most frequently used. There was a predominance of meat and lack of oily fish and legumes in both HMFs and CIFs meals. HMFs and CIFs were equally characterized by a soft texture and yellow-orange colours. Importantly, our findings emphasize the need for clear guidelines for the preparation of HMFs as well as the promotion of food variety (taste and textures) in both HMFs and CIFs to suit infants’ and young children’s nutritional and developmental needs.

The Effects of an Integrative, Universally Designed Motor Skill Intervention for Young Children With and Without Disabilities

2021 ◽  
pp. 1-18
Author(s):  
Sally Taunton Miedema ◽  
Ali Brian ◽  
Adam Pennell ◽  
Lauren Lieberman ◽  
Larissa True ◽  
...  
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Motor Development ◽  
Motor Skill ◽  
Developmental Needs ◽  
School Based ◽  
Singular Component ◽  
Component Approach ◽  
Motor Skill Intervention ◽  
Early Childhood Center

Many interventions feature a singular component approach to targeting children’s motor competency and proficiency. Yet, little is known about the use of integrative interventions to meet the complex developmental needs of children aged 3–6 years. The purpose of this study was to examine the effects of an integrative universally designed intervention on children with and without disabilities’ motor competency and proficiency. We selected children (N = 111; disability = 24; no disability = 87) to participate in either a school-based integrative motor intervention (n = 53) or a control condition (n = 58). Children in the integrative motor intervention both with and without disabilities showed significant improvement in motor competency and proficiency (p < .001) as compared with peers with and without disabilities in a control condition. Early childhood center directors (e.g., preschool and kindergarten) should consider implementing integrative universally designed interventions targeting multiple aspects of motor development to remediate delays in children with and without disabilities.

scholarly journals ENSINANDO MATEMÁTICA AOS BEBÊS: encantos, descobertas e exploração das relações entre grandezas

2018 ◽  
Vol 24 (esp.) ◽  
pp. 89
Author(s):  
Luciana Figueiredo Lacanallo Arrais ◽  
Lucinéia Maria Lazaretti ◽  
Paula Tamyris Moya ◽  
Silvia Pereira Gonzaga de Moraes
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Early Years ◽  
Kindergarten Children ◽  
Pedagogical Practice ◽  
Current Analysis ◽  
Childhood Education ◽  
Two Factors ◽  
Teaching Of Mathematics ◽  
Crucial Condition

  No cenário da educação infantil, principalmente na prática pedagógica com bebês, ainda persistem desafios em torno da organização do ensino para esse período de vida. Diante disso, este texto tem o objetivo de discutir as possibilidades educativas para os primeiros anos de vida da criança em relação à aprendizagem da matemática por meio de uma atividade de ensino, considerando a singularidade do desenvolvimento infantil. Ancoradas na Teoria Histórico-Cultural, estruturamos essa discussão em dois momentos: a) a especificidade do desenvolvimento da criança pequena e a organização do ensino de matemática na educação infantil; b) a análise de uma atividade de ensino para crianças do berçário. Esperamos que o texto possa auxiliar o trabalho educativo com a matemática na educação infantil, pois um ensino sistemático e dirigido, desde os primeiros anos, é condição fundamental para a aprendizagem e para as transformações qualitativas no desenvolvimento psíquico das crianças.Palavras-chave: Educação Infantil. Ensino de Matemática. Primeira Infância.TEACHING MATHEMATICS TO YOUNG CHILDREN: attraction, discovery and exploration in relationships between magnitudes ABSTRACT: Several challenges exist on teaching organization within early childhood, mainly with regard to the pedagogical practice with young children. Owing to the uniqueness of children´s development, the educational possibilities on the teaching of Mathematics, through activities, in their early life period, are discussed. Based on the Cultural and Historical Theory, current discussion underscores two factors: a) the specificity of children´s development and the organization of the teaching of Mathematics in early education; b) the analysis of a teaching activity for kindergarten children. The authors expect that current analysis will aid the teaching of Mathematics in young children´s education. In fact, systematic and monitored teaching during the early years of life is a crucial condition for learning and for qualitative transformations in children´s psychic development.Keywords: Early Childhood Education; the teaching of Mathematics; Early childhood.ENSEÑANDO MATEMÁTICA A LOS BEBÉS: encantos, descubrimientos y exploración de las relaciones entre grandezas RESUMEN: En el escenario de la educación inicial, principalmente en la práctica pedagógica con bebés, aún persisten desafíos en torno a la organización de la enseñanza para ese período de vida. Este texto tiene por objetivo discutir las posibilidades educativas de los primeros años de vida del niño en relación al aprendizaje de las matemáticas considerando la singularidad del desarrollo infantil, a través de una actividad educativa. Ancladas en la Teoría Histórico-Cultural, estructuramos esta discusión en dos momentos: a) la especificidad del desarrollo del niño y la organización de la enseñanza de las matemáticas en la educación inicial; b) el análisis de una actividad de enseñanza para bebés. Esperamos que el texto pueda auxiliar el trabajo educativo con las matemáticas en la educación inicial, pues una enseñanza sistemática y dirigida desde los primeros años es condición fundamental para el aprendizaje y las transformaciones cualitativas en el desarrollo psíquico de los niños.Palabras clave: Educación inicial; Enseñanza de la Matemática; Primera infancia. 

scholarly journals PO-288 Research on Norm Construction and Evaluating Levels of 20-m Running in Preschool Children

2018 ◽  
Vol 1 (5) ◽  
Author(s):  
Chuikun Li ◽  
Xue Li ◽  
Qiongjia Yuan ◽  
Zheng Zhao ◽  
Lan Li ◽  
...  
Keyword(s):  
Young Children ◽  
Physical Fitness ◽  
Evaluation System ◽  
The Body ◽  
Kindergarten Children ◽  
Test Results ◽  
Mean Values ◽  
Fitness Evaluation ◽  
Percentile Method ◽  
Significant Difference

Objective The study tested young children's 20-m running in Chengdu, analyzed of the characteristics of change in age and gender, to construct the norm and evaluation system of the 20-m running of young children and provide the basis for assessing children's sports ability and physical fitness. The results can used as one of the children's physical fitness evaluation content. Methods The stratified random sampling method was used to select kindergarten children in from 25 kindergartens in a district of Chengdu, and totally, 3089 children of 3-6 years old were tested．The best scores by two trials were used as the 20-m running performance. Results With the growth of the age, young children's 20 m running is gradually increased. There are significant differences in the mean values of boys and girls aged 3, 4, 5 and 6 (F = 228.696, F = 366.477, P < 0.01). Compared with boys and girls of the same age group, boys are superior to girls, and there is no significant difference between boys and girls aged 6 (F = 0.879, P > 0.05). The differences in other groups were statistically significant (F=0.138, F=0.204, F=0.133, P < 0.01). The percentile 10, 25, 50, 75, 90 values of the 20 m running of young children were recorded, respectively, and according to the statistical percentile method to divide the evaluation grade standards, the test results of the 10th, 25th, 75th and 90th percentage site test results were selected to develop the five-level rating system of children's 20 m running. Conclusions  With the growth of the age, young children's 20 m running is gradually increased, and there are significant differences between groups. It is suggested that the flexibility of nervous processes, the coordination of the body, the flexibility of joints and muscles, and the strength and endurance of muscles are gradually enhanced in children. Constructed the norm and five-grade evaluation system of preschool children's 20 m running, and provided the basis for formulating the grade standard of preschool children's physique evaluation in the future.

Developmental Perception and Cognitive Styles: From Young Children to Master Artists

1975 ◽  
Vol 40 (3) ◽  
pp. 983-998 ◽  
Author(s):  
Rosslyn Gaines
Keyword(s):  
Young Children ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Developmental Theory ◽  
Kindergarten Children ◽  
Perceptual Skills ◽  
Grade 5 ◽  
Field Independent ◽  
Economic Support ◽  
The Relationship

The perceptual skills and cognitive styles of 30 master artists are compared to those of non-artist groups of different ages, beginning with 84 kindergarten children, and including an adult comparison group of 32. Criteria for master artists were first, handcrafted productions; second, major economic support derived from their art; third, shows in museums or good galleries; and fourth, positive peer evaluation. The test battery contained one intelligence test, two vision tests, three perceptual-discrimination measures, and five perceptual-cognitive style measures. Results show artists are significantly more flexible, accurate, variable, and field independent than all other groups. Artists, non-artist adults, and young children (60 high school sophomores, 60 children in Grade 5, 84 kindergarteners) each have differing cognitive styles. The relationship between cognitive style and artists' and non-artists' instrumental competency is discussed. Last, the extensive differences between artists' and children's performances are discussed in terms of developmental theory.

Introduction to Computational Thinking With MI-GO

2019 ◽  
pp. 110-137
Author(s):  
Maria José de Miranda Nazaré Loureiro ◽  
Filipe T. Tavares Moreira ◽  
Susana Senos
Keyword(s):  
Computational Thinking ◽  
Qualitative Approach ◽  
The Other ◽  
Case Study Methodology ◽  
Young Learners ◽  
Other Hand ◽  
Tangible Programming ◽  
Study Methodology ◽  
Young Students

The present study is part of a research about computational thinking and tangible robotics. A robot in development in Portugal, MI-GO robot, is part of the basis of this research. The objective is to determine the attitude of young students concerning tangible robots and to observe in what measure they contribute to the development of their STEM skills. On the other hand, it also aims to know what are the opinions of educators, teachers, and researchers concerning MI-GO's characteristics and what is their value, adequacy and suitability for the educational grades of young learners (from 5 to 10). The study consists on a qualitative approach based in a case study methodology, using the techniques of questionnaire and observation. At first the data reveal a clear adhesion to the robot and tangible programming by learners, and the researchers that analyzed the device consider it was a very adequate one and presented several suggestions to improve it.

Why Teach Coding to Early Elementary Learners

2021 ◽  
pp. 21-40
Author(s):  
Claudia M. Mihm
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Computer Science ◽  
Computational Thinking ◽  
Early Elementary ◽  
Childhood Education ◽  
The Core ◽  
Core Concepts ◽  
Way Of Thinking

As coding and computer science become established domains in K-2 education, researchers and educators understand that children are learning more than skills when they learn to code – they are learning a new way of thinking and organizing thought. While these new skills are beneficial to future programming tasks, they also support the development of other crucial skills in early childhood education. This chapter explores the ways that coding supports computational thinking in young children and connects the core concepts of computational thinking to the broader K-2 context.

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