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
Online-Zugang:	Volltext
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