ERIC Number: EJ1350624
Record Type: Journal
Publication Date: 2022-Nov
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0007-1013
EISSN: EISSN-1467-8535
Robot Programming versus Block Play in Early Childhood Education: Effects on Computational Thinking, Sequencing Ability, and Self-Regulation
Yang, Weipeng; Ng, Davy Tsz Kit; Gao, Hongyu
British Journal of Educational Technology, v53 n6 p1817-1841 Nov 2022
Programmable robotics is recently used in early childhood education (ECE) to introduce programming and computational thinking (CT) skills. However, there is a further need for research to contrast the efficacy of children's participation in robot programming and traditionally beneficial ECE activities. The present study thus investigated the effects of a robot programming intervention versus a block play program on kindergarteners' CT, sequencing ability, and self-regulation. The experiment (robot programming) versus comparison (block play) condition was randomly assigned to four kindergarten classes, which included 101 kindergarteners (M = 64.78 months, SD = 7.64). Statistical analyses revealed that the robot programming group (N = 54) had experienced greater gains over time in sequencing ability relative to those in the block play group (N = 47; F = 5.09, p < 0.05). Children in the robot programming group with lower level of self-regulation at baseline showed larger improvements in sequencing ability over time relative to the block play group (F = 2.37, p = 0.01). Also, children in the robot programming group with older age showed larger improvements in CT over time relative to the block play group (F = 2.40, p < 0.01). The study demonstrates the positive benefits of robot programming to early childhood development in terms of CT and sequencing ability, compared to a traditional curriculum activity in ECE-block play.
Descriptors: Kindergarten, Young Children, Robotics, Programming, Toys, Play, Computation, Thinking Skills, Self Control, Sequential Approach, Sequential Learning
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A