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ERIC Number: EJ1090595
Record Type: Journal
Publication Date: 2013
Pages: 21
Abstractor: As Provided
Reference Count: 57
ISBN: N/A
ISSN: ISSN-1539-1523
Let's Dance the "Robot Hokey-Pokey!": Children's Programming Approaches and Achievement throughout Early Cognitive Development
Flannery, Louise P.; Bers, Marina Umaschi
Journal of Research on Technology in Education, v46 n1 p81-101 2013
Young learners today generate, express, and interact with sophisticated ideas using a range of digital tools to explore interactive stories, animations, computer games, and robotics. In recent years, new developmentally appropriate robotics kits have been entering early childhood classrooms. This paper presents a retrospective analysis of one study within a design-based robotics research program. We examine how patterns of cognition throughout early childhood relate to programming approaches and achievement in a robotics context. The findings lay a foundation for applying cognitive developmental theory to early technology education and inform the evaluation of the study's programming and robotics technologies and curriculum.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: Massachusetts
Grant or Contract Numbers: DRL0735657