Investigating Children's Programming Skills Through Play with Robots (KIBO)

Robotics has emerged as a popular interdisciplinary pedagogical approach in the field of education to teach children STEM concepts. By providing playful learning experiences, the use of robots engages children in an active learning process, making it an effective tool to promote their targeted knowl...

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Published in:Early childhood education journal Vol. 53; no. 1; pp. 109 - 117
Main Authors: Lee, Joohi, Yunus, Sham’ah, Lee, Joo Ok
Format: Journal Article
Language:English
Published: Dordrecht Springer Netherlands 01.01.2025
Springer Nature B.V
Subjects:
Active Learning
Children
Decoding
Education
Interdisciplinary aspects
Kindergarten
Learning
Learning and Instruction
Learning Processes
Long term
Programming
Robotics
Robots
Skills
Sociology
Sociology of Education
STEM education
Teaching
Young Children
KIBO
Programming
Programming with a condition statement
Decoding
Copying programming
ISSN:1082-3301, 1573-1707
Online Access:Get full text
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Abstract Robotics has emerged as a popular interdisciplinary pedagogical approach in the field of education to teach children STEM concepts. By providing playful learning experiences, the use of robots engages children in an active learning process, making it an effective tool to promote their targeted knowledge, skills, and disposition towards STEM, including programming and coding skills. This study aimed to investigate the impact of using a programmable robot (KIBO) as a station activity and how it impacts pre-kindergarteners' programming skills after 2 weeks of play. Fourteen children aged 3–4 participated in the study during the summer, with the robot station activity lasting for 40 min each day. Results indicated a significant improvement in all areas of programming skills, including copying programming (n = 13), programming (n = 13), programming with a conditional statement (n = 7), and decoding (n = 10), after playing with the robot. The findings suggest that incorporating programmable robots as station activities can be a valuable addition to pre-kindergarten curriculums to promote basic programming skills in young children, which can serve as a foundation for future STEM learning. Further research is needed to determine the long-term effects of using robots as a teaching tool for young children.
AbstractList Robotics has emerged as a popular interdisciplinary pedagogical approach in the field of education to teach children STEM concepts. By providing playful learning experiences, the use of robots engages children in an active learning process, making it an effective tool to promote their targeted knowledge, skills, and disposition towards STEM, including programming and coding skills. This study aimed to investigate the impact of using a programmable robot (KIBO) as a station activity and how it impacts pre-kindergarteners' programming skills after 2 weeks of play. Fourteen children aged 3–4 participated in the study during the summer, with the robot station activity lasting for 40 min each day. Results indicated a significant improvement in all areas of programming skills, including copying programming (n = 13), programming (n = 13), programming with a conditional statement (n = 7), and decoding (n = 10), after playing with the robot. The findings suggest that incorporating programmable robots as station activities can be a valuable addition to pre-kindergarten curriculums to promote basic programming skills in young children, which can serve as a foundation for future STEM learning. Further research is needed to determine the long-term effects of using robots as a teaching tool for young children.
Robotics has emerged as a popular interdisciplinary pedagogical approach in the field of education to teach children STEM concepts. By providing playful learning experiences, the use of robots engages children in an active learning process, making it an effective tool to promote their targeted knowledge, skills, and disposition towards STEM, including programming and coding skills. This study aimed to investigate the impact of using a programmable robot (KIBO) as a station activity and how it impacts pre-kindergarteners' programming skills after 2 weeks of play. Fourteen children aged 3–4 participated in the study during the summer, with the robot station activity lasting for 40 min each day. Results indicated a significant improvement in all areas of programming skills, including copying programming (n = 13), programming (n = 13), programming with a conditional statement (n = 7), and decoding (n = 10), after playing with the robot. The findings suggest that incorporating programmable robots as station activities can be a valuable addition to pre-kindergarten curriculums to promote basic programming skills in young children, which can serve as a foundation for future STEM learning. Further research is needed to determine the long-term effects of using robots as a teaching tool for young children.
Author Lee, Joo Ok
Lee, Joohi
Yunus, Sham’ah
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  fullname: Lee, Joohi
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  givenname: Joo Ok
  surname: Lee
  fullname: Lee, Joo Ok
  organization: Early Childhood Education, Busan National University of Education
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Copyright Springer Nature B.V. Jan 2025
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Keywords KIBO
Programming
Programming with a condition statement
Decoding
Copying programming
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SubjectTerms Active Learning
Children
Decoding
Education
Interdisciplinary aspects
Kindergarten
Learning
Learning and Instruction
Learning Processes
Long term
Programming
Robotics
Robots
Skills
Sociology
Sociology of Education
STEM education
Teaching
Young Children
Title Investigating Children's Programming Skills Through Play with Robots (KIBO)
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