This research examined how undergraduates majoring in Early Childhood Education (a) engaged with robot coding and (b) designed to engage preschoolers in learning with robots. A symbolic interactionism perspective was applied to examine how and why these future early childhood education teachers learned to code and planned lessons integrating robots into preschoolers’ play. The central research question was: How and why do pre-service early childhood teachers use robotics in preschoolers’ play?
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Playful coding and playful learning among future early childhood educators
This research examined how undergraduates majoring in Early Childhood Education (a) engaged with robot coding and (b) designed to engage preschoolers in learning with robots. A symbolic interactionism perspective was applied to examine how and why these future early childhood education teachers learned to code and planned lessons integrating robots into preschoolers’ play. The central research question was: How and why do pre-service early childhood teachers use robotics in preschoolers’ play?
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- Award ID(s):
- 1927595
- NSF-PAR ID:
- 10179059
- Date Published:
- Journal Name:
- Proceedings of the 2020 Meeting of the International Conference of the Learning Sciences
- Volume:
- 4
- Page Range / eLocation ID:
- 2411-2412
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Accepted Manuscript1.0
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