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Let's Dance the "Robot Hokey-Pokey!": Children's Programming Approaches and Achievement throughout Early Cognitive Development
ARTICLE

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Journal of Research on Technology in Education Volume 46, Number 1, ISSN 1539-1523

Abstract

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.

Citation

Flannery, L.P. & Bers, M.U. (2013). Let's Dance the "Robot Hokey-Pokey!": Children's Programming Approaches and Achievement throughout Early Cognitive Development. Journal of Research on Technology in Education, 46(1), 81-101. Retrieved August 21, 2019 from .

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