![]() ![]() "I have to understand things so deeply that I can figure them out from a couple of concepts, and I get rid of all irrelevant details." Most programmers, she observed, would do something like the opposite they'd just start coding, working out details first. "My superpower is that I have no memory," she explained. The study also provides proposals for the design of future research.Here's a list of the top sources of educational content - all viewable from the comfort of your home.Īs a reluctant computer programmer, Perlman nevertheless discovered an ability to cut through the complexity and find foundational solutions to computer science problems. Interesting results about children learning, difficulties, interactions, problem solving strategies and the teacher’s role are reported. The research evidence supports the view that children enjoyed the engaging learning activities and had opportunities to develop mathematical concepts, problem solving and social skills. The observation of the video recording of the intervention along with the analysis of teacher’s interview and the researcher’s notes allow for a realistic evaluation of the feasibility, the appropriateness and the learning value of integrating computer programming in such a context. The intervention was designed as a part of the structured learning activities of the kindergarten which are teacher-guided and are conducted in a whole-class social mode. After a short introductory experiential game the children were involved in solving a series of analogous computer programming problems, using a Logo-based environment on an Interactive White Board. Towards this direction, an exploratory case study is presented concerning dimensions of problem solving using computer programming by 5–6 years old kindergarten children. Its horizontal integration throughout all educational levels is considered worthwhile and attracts the attention of researchers. These results are discussed with respect to previous literature on children’s programming and with regards to understanding and supporting young children’s learning through their construction of adaptive autonomous behaviors.Ĭomputer programming is considered an important competence for the development of higher-order thinking in addition to algorithmic problem solving skills. Finally, it was found that the children employed two strategies to reduce the amount of information in the system: “pruning” involved ignoring part of the logical structure and focusing on another “fusing” involved coalescing several rules or functions into one. Three kinds of transitions were found in the children’s comprehension of the system: one involved adaptation to the formal language the second, coordination of multiple spatial perspectives and the third involved a shift from viewing rules as one-time events to their view as recurring and continual descriptions of a process. Regarding modes of engagement, it was found that the children conducted intensive and extended playful investigations of the robot’s behaviors, interacting with it in a variety of ways it was also found that their constructions were planful and anticipatory, as they could simulate how the behaviors play out even prior to running their programs. Six kindergarten children participated individually in the study along five sessions. The wider aim is to provide a comprehensive map of the kinds of transitions and learning that take place in constructing simple emergent behaviors, particularly for young children. ![]() This study investigates how young children master, construct and understand intelligent rule-based robot behaviors, focusing on their strategies in gradually meeting the tasks’ complexity. ![]()
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