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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Veröffentlicht in:	Early childhood education journal Jg. 41; H. 4; S. 245 - 255
Hauptverfasser:	Kazakoff, Elizabeth R., Sullivan, Amanda, Bers, Marina U.
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Dordrecht Springer Netherlands 01.07.2013 Springer Springer Nature B.V
Schlagworte:	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
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Abstract	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.
AbstractList	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. 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.[PUBLICATION ABSTRACT] 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.
Audience	Early Childhood Education
Author	Bers, Marina U. Sullivan, Amanda Kazakoff, Elizabeth R.
Author_xml	– sequence: 1 givenname: Elizabeth R. surname: Kazakoff fullname: Kazakoff, Elizabeth R. email: elizabeth.kazakoff@tufts.edu organization: Tufts University – sequence: 2 givenname: Amanda surname: Sullivan fullname: Sullivan, Amanda organization: Tufts University – sequence: 3 givenname: Marina U. surname: Bers fullname: Bers, Marina U. organization: Tufts University
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MioduserDLevySMaking sense by building sense: Kindergarten children’s construction and understanding of adaptive robot behaviorsInternational Journal of Computers for Mathematical Learning20101529912710.1007/s10758-010-9163-9 Clements, D. H., Battista, M. T., & Sarama, J. (2001). Logo and geometry. Journal for Research in Mathematics Education Monograph Series, 10. LiaoY-KBrightGEffects of computer-assisted instruction and computer programming on cognitive outcomes: A meta-analysisJournal of Educational Computing Research19917325126810.2190/E53G-HH8K-AJRR-K69M ParisA. H.ParisS. G.Assessing narrative comprehension in young childrenReading Research Quarterly20033813676 ZelazoPDCarterAReznickJSFryeDEarly development of executive function: A problem-solving frameworkReview of General Psychology19971219822610.1037/1089-2680.1.2.198 Thoman, E., & Jolls, T. (2003). Literacy for the 21st century: An overview & orientation guide to media literacy education. 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O.NicholsonP.KurlandB.SHELL: Oral language and early literacy skills in kindergarten and first grade childrenJournal of Research in Childhood Education1994103748 NickersonRSComputer programming as a vehicle for teaching thinking skillsThinking: The Journal of Philosophy for Children198244248 SteeleCMA threat in the air: How stereotypes shape intellectual identity and performanceAmerican Psychologist19975261362910.1037/0003-066X.52.6.613 ReynoldsAJTempleJAOuSRArteagaIAWhiteBABSchool-based early childhood education and age-28 well-being: Effects by timing, dosage, and subgroupsScience2011333604036036410.1126/science.1203618 MetzSSBurkeRMattisMElgarEAttracting the engineering of 2020 todayWomen and minorities in science, technology, engineering and mathematics: Upping the numbers2007Northampton, MAEdward Elgar Publishing184209 U.S. Department of Education. (2010a). Educate to innovate. Retrieved from http://www.whitehouse.gov/issues/education/educate-innovate. U.S. Department of Education, National Center for Education Statistics. (2001). Entering kindergarten: Findings from the condition of education 2000. Washington, DC: U.S. Government Printing Office. Retrieved from http://nces.ed.gov/pubs2001/2001035.pdf. LinebargerD. L.PiotrowskiJ. T.TV as storyteller: How exposure to television narratives impacts at-risk preschoolers’ story knowledge and narrative skillsBritish Journal of Developmental Psychology2009274769 MioduserDLevySTalisVEpisodes to scripts to rules: Concrete-abstractions in kindergarten children’s explanations of a robot’s behaviorsInternational Journal of Technology and Design Education2009191153610.1007/s10798-007-9040-6 BersMBlocks to robots: Learning with technology in the early childhood classroom2008New York, NYTeacher’s College Press ISTE (International Society for Technology in Education). (2007). NETS for students 2007 profiles. Washington, DC: ISTE. 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H.Building blocks of early childhood mathematicsTeaching Children Mathematics200398480484 MarkertLRGender related to success in science and technologyThe Journal of Technology Studies19962222129 CunhaFHeckmanJThe technology of skill formationAmerican Economic Review2007972314710.1257/aer.97.2.31 BrownALMurphyMDReconstruction of arbitrary versus logical sequences by preschool childrenJournal of Experimental Child Psychology19752030732610.1016/0022-0965(75)90106-X BrennanKMonroy-HernandezAResnickMMaking projects, making friends: Online community as catalyst for interactive media creationNew Directions for Youth Development2010128758310.1002/yd.377 Maloney, J., Resnick, M., Rusk, N., Peppler, K. A., & Kafai, Y. B. (2008). Media designs with Scratch: What urban youth can learn about programming in a computer clubhouse. In Proceedings of ICLS’08:The 8th international conference for the learning sciences, vol. 3 (81–82). Utrecht, The Netherlands: International Society of the Learning Sciences. BrownALFrenchLAConstruction and regeneration of logical sequences using causes or consequences as the point of departureChild Development1976474930940 GoldsteinIPapertSArtificial intelligence, language, and the study of knowledgeCognitive Science1977118412310.1207/s15516709cog0101_5 Kazakoff, E. R., & Bers, M. (in press). Programming in a robotics context in the kindergarten classroom: The impact on sequencing skills. Journal of Educational Multimedia and Hypermedia. PeaRDKurlandDMOn the cognitive effects of learning computer programmingNew Ideas in Psychology1984213716810.1016/0732-118X(84)90018-7 RushkoffDProgram or be programmed: Ten commands for a digital age2010New York, NYO/R Books Kazakoff, E. R., & Bers, M. U. (2011). The impact of computer programming on sequencing ability in early childhood. Paper presented at the American Educational Research Association Conference (AERA), Louisiana: New Orleans. 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M.Developmental changes in the understanding of temporal sequenceChild Development198556614371446 – reference: MarkertLRGender related to success in science and technologyThe Journal of Technology Studies19962222129 – reference: GutnickALRobbMTakeuchiLKotlerJAlways connected: The new digital media habits of young children2010New York, NYThe Joan Ganz Cooney Center at Sesame Workshop – reference: BersMUPonteIJuelichKVieraASchenkerJTeachers as designers: Integrating robotics into early childhood educationInformation Technology in Childhood Education Annual200214123145 – reference: U.S. Department of Education. (2010b). Transforming American education: Learning powered by technology. Retrieved from: http://www.ed.gov/technology/netp-2010. – reference: BrostermanNInventing kindergarten1997New York, NYH.N. 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G.Assessing narrative comprehension in young childrenReading Research Quarterly20033813676 – reference: ResnickMSingerDGolikoffRHirsh-PasekKComputer as paintbrush: Technology, play, and the creative societyPlay = learning: How play motivates and enhances children’s cognitive and social-emotional growth2006New York, NYOxford University Press – reference: SaramaJ.ClementsD. H.Building blocks of early childhood mathematicsTeaching Children Mathematics200398480484 – reference: RogersCPortsmoreMBringing engineering to elementary schoolJournal of STEM Education200453–41428 – reference: Clements, D. H., Battista, M. T., & Sarama, J. (2001). Logo and geometry. Journal for Research in Mathematics Education Monograph Series, 10. – reference: NickersonRSComputer programming as a vehicle for teaching thinking skillsThinking: The Journal of Philosophy for Children198244248 – reference: MeadowcroftJ. 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Snippet	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...
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SubjectTerms	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
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Title	The Effect of a Classroom-Based Intensive Robotics and Programming Workshop on Sequencing Ability in Early Childhood
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