Attend
Exhibit
Playful Robotics Investigations in Early Childhood Education |
Explore and create : Playground
This is presentation 1 of 3, at station "Early Learning Network Playground Station 4" within the playground "It’s Center Time with the Early Learning Network!"; scroll down to see more details.
Other presentations in this group:
| Audience: | Teachers, Technology coordinators/facilitators, Teacher education/higher ed faculty |
| Skill level: | Beginner |
| Attendee devices: | Devices not needed |
| Topic: | Innovation in early childhood/elementary |
| Grade level: | PK-2 |
| Subject area: | Computer science, STEM/STEAM |
| ISTE Standards: | For Educators: Designer
Empowered Learner
|
The purpose of this presentation is to share how, through playful robotics, children create computer based Microworlds that demonstrate autonomy and mastery over technology. In this presentation, we examine how kindergarten students build and learn from microworlds that they create through playful robotics. The study contributes to the understanding of how young children learn through play when integrated with robotics.
Presentation of Research 10-15 minutes
-include audience survey response to robotics exposure
-General Overview of the Research Study
-Question and Significance of the Study
-Conceptual Framework/Hypothesis
-Participants
-Case Study Overview
-Methodology
-Content Analysis
Open Discussion/Chat/5-10 minutes
Bers, M. U. (2008). Blocks to robots: Learning with technology in the early childhood classroom. New York, NY: Teachers College Press.
Biggs, J., & Collis, K. (1982). Evaluating the quality of learning: The SOLO Taxonomy. New York, NY: Academic Press.
Blythe, T., Allen, D., & Powell, B. S. (2016). Collaborative assessment conference: Overview. Retrieved from https://www.antioch.edu/wp-content/uploads/2016/12/cac.pdf.
Froebel, F. (2005). The education of man. W. N. Hailmann, Trans.) Mineola, NY: Dover Publications.
Gandini, L. (2012). History, ideas, and basic principles. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed., p. 44). Santa Barbara, CA: Praeger.
Howland, J. L., Jonassen, D. H., & Marra, R. M. (2014). Meaningful learning with technology. Essex, England: Pearson.
Huitt, W., & Hummel, J. (2003). Piaget’s Theory of Cognitive Development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from http://www.edpsycinteractive.org/topics/cognition/piaget.html
Jonassen, D. H. (2000). Computers as mindtools for schools: Engaging critical thinking. Upper Saddle River, NJ: Merrill.
Krechevsky, M., & Bell, M. (2013). Four features of learning in groups. In C. Giudici, C. Rinaldi, & M. Krechevsky, (Eds.), Making learning visible: Children as individual and group learners (6th ed., p. 286). Reggio Emilia, Italy: Reggio Children.
Manning, J. P. (2005), Rediscovering Froebel: A call to re-examine his life & gifts. Early Childhood Education Journal, 32(6), 371-376.
Meadows, M. L. (2020), Cognitive Development Implications of Playful Robotics Investigations in Kindergarten: Constructing Microworlds. Ann Arbor, MI: ProQuest LLC.
National Association for the Education of Young Children, Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College. (2012). Technology and interactive media as tools in early childhood programs serving children from birth through age [Position statement]. Author. Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/topics/PS_technology_WEB.pdf
National Association for the Education of Young Children. (2020). Developmentally Appropriate Practice [Position statement]. Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/dap-statement_0.pdf
National Association for the Education of Young Children. (2019). Professional Standards and Competencies for Early Childhood Educators [Position Statement]. Retrieved from
https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/professional_standards_and_competencies_for_early_childhood_educators.pdf
Papert, S. (1993). Mindstorms: Children, computers, and powerful ideas (2nd ed.). New York, NY: Basic Books.
Resnick, M. (2017). Lifelong kindergarten: Cultivating creativity through projects, passion, peers, and play. Cambridge, MA: MIT Press.
Rusk, N., Resnick, M., Berg, R., & Pezalla-Granlund, M. (2008). New pathways into robotics: Strategies for broadening participation. Journal of Science Education And Technology, 17(1), 59-69.
Shabani, K., Khatib, M., & Ebadi, S. (2010) Vygotsky’s Zone of Proximal Development: Instructional implications and teachers’ professional development. Canadian Center of Science and Education, 3(1). Retrieved from https://files.eric.ed.gov/fulltext/EJ1081990.pdf
Worth, Karen (2020). Science in early earning environments. In L. Cohen & S. Waite-Stupiansky, (Eds.), STEM in Early Childhood Education, p.15) . New York, NY: Routledge.
World Economic Forum (2016) New vision for education: Fostering social and emotional learning through technology. Retrieved February 16, 2019, from
http://www3.weforum.org/docs/WEF_New_Vision_for_Education.pdf
Yogman, M., Garner, A. Hutchinson, J., Hirsh-Pasek, K., & Golinkoff, R. (2018). AAP Committee on Psychological Aspects of Child and Family Health, AAP Council on Communications and Media. The power of play: A pediatric role in enhancing development in young children. Pediatrics. 2018;142(3): e20182058. Retrieved from https://pediatrics.aappublications.org/content/142/3/e20182058
Empowering Our Littles to Create
Messy Making: Makerspace Centers for Early Childhood Design Learning
Using Technology as Tools for Creation ... Oh, the Possibilities (Ages 4-8)
Return