The Effect of a Classroom-Based Intensive Robotics and Programming Workshop on Sequencing Ability in Early Childhood

This paper examines the impact of programming robots on sequencing ability during a 1-week intensive robotics workshop at an early childhood STEM magnet school in the Harlem area of New York City. Children participated in computer programming activities using a developmentally appropriate tangible p...

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Bibliographic Details
Published in:Early childhood education journal Vol. 41; no. 4; pp. 245 - 255
Main Authors: Kazakoff, Elizabeth R., Sullivan, Amanda, Bers, Marina U.
Format: Journal Article
Language:English
Published: Dordrecht Springer Netherlands 01.07.2013
Springer
Springer Nature B.V
Subjects:
Child Development
Childhood
Children
Classroom management
Classrooms
Cognitive Development
Comparative Analysis
Control Groups
Early Childhood Education
Education
Grade 4
Information Technology
Intervention
Learning and Instruction
Learning outcomes
Magnet Schools
Mathematics Education
New York
Outcomes of Education
Pretests Posttests
Programming
Programming Languages
Robotics
Robots
Scores
Skills
Sociology
Sociology of Education
STEM Education
Test scores
Thinking Skills
Workshops
Young Children
New York
Early childhood
Computer programming
Kindergarten
Sequencing
Robotics
STEM
ISSN:1082-3301, 1573-1707
Online Access:Get full text
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Summary:This paper examines the impact of programming robots on sequencing ability during a 1-week intensive robotics workshop at an early childhood STEM magnet school in the Harlem area of New York City. Children participated in computer programming activities using a developmentally appropriate tangible programming language CHERP, specifically designed to program a robot’s behaviors. The study assessed 27 participants’ sequencing skills before and after the programming and robotics curricular intervention using a picture-story sequencing task and compared those skills to a control group. Pre-test and post-test scores were compared using a paired sample t test. The group of children who participated in the 1-week robotics and programming workshop experienced significant increases in post-test compared to pre-test sequencing scores.
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ISSN:1082-3301
1573-1707
DOI:10.1007/s10643-012-0554-5