.jpg)
Email this article 
.png)
.png)
Developing Computational Thinking Ability in Early Childhood Education: The Influence of Programming-toy on Parent-Children Engagement
Abstract
Technology and smart devices have become ubiquitous staples in every aspect of human life. Given the rise of computation in everyday life, introducing technology to early childhood students requires exposure to logical thinking and problem-solving skills through programming approaches or computational thinking. This research addresses an inquiry into a comprehensive elaboration of the development of early childhood computational thinking. A novel programming toy was introduced as an educational tool based on designated themes in accordance with early childhood education curricula. Five stages were conducted to reveal parental and child engagement in robotics activities and later, interviews were conducted on children’s cognitive development from the parent's perspective. Children were observed exploring in various ways by concentrating and paying attention, doing the given activities and expressing their excitement and happiness. The notion that children learn from their social network environment was highlighted by the way in which the children involved in the KARIN programming toy’s hands-on activities were driven to be more actively engaged in the exercise. In addition to parent-student engagement, the use of the KARIN programming toy helps to shed light on how students in early childhood learn while away from their social relations during a pandemic.
Keywords
Full Text:
PDFReferences
Afari, E., & Khine, M. (2017). Robotics as an educational tool: impact of lego mindstorms. International Journal of Information and Education Technology, 7(6), 437-442.
Aksal, F. A., & Gazi, Z. A. (2015). Examination on ICT integration into special education schools for developing countries. Turkish Online Journal of Educational Technology-TOJET, 14(3), 70-72.
Atmatzidou, S., & Demetriadis, S. (2016). Advancing students’ computational thinking skills through educational robotics: A study on age and gender relevant differences. Robotics and Autonomous Systems, 75, 661-670.
Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: what is involved and what is the role of the computer science education community? Acm Inroads, 2(1), 48-54.
Bers, M. (2008). Blocks, robots and computers: Learning about technology in early childhood. NY, NY: Teacher’s College Press.
Broström, S. (2017). A dynamic learning concept in early years’ education: A possible way to prevent schoolification. International Journal of Early Years Education, 25(1), 3-15.
Cansu, S. K., & Cansu, F. K. (2019). An overview of computational thinking. International Journal of Computer Science Education in Schools, 3(1), n1.
Catlin, D., & Woolard, J. (2014). Educational robots and computational thinking. Paper presented at the 4th International Workshop Teaching Robotics, Teaching with Robotics & 5th International Conference Robotics in Education, Poldova, Italy.
Ching, Y.-H., Hsu, Y.-C., & Baldwin, S. (2018). Developing computational thinking with educational technologies for young learners. TechTrends, 62(6), 563-573.
Conroy, T. (2017). A beginner’s guide to ethnographic observation in nursing research. Nurse Researcher, 24(4).
Duit, R. (1998). Learning in science: From behaviourism towards social constructivism and beyond. International Handbook of Science Education, 3-25.
Ernst, J. (2014). Early childhood educators’ use of natural outdoor settings as learning environments: an exploratory study of beliefs, practices, and barriers. Environmental Education Research, 20(6), 735-752.
Eshach, H., & Fried, M. N. (2005). Should science be taught in early childhood? Journal of Science Education and Technology, 14(3), 315-336.
Furber, S. (2012). Shut down or restart? The way forward for computing in UK schools. London: The Royal Society
García-Peñalvo, F. J., & Mendes, A. J. (2018). Exploring the computational thinking effects in pre-university education. In: Elsevier.
Giang, C., Piatti, A., & Mondada, F. (2019). Heuristics for the development and evaluation of educational robotics systems. IEEE Transactions on Education, 62(4), 278-287.
González, J. J., Jiménez, J. A., & Ovalle, D. A. (2010). TEAC2H-RI: Educational robotic platform for improving teaching-learning processes of technology in developing countries. In K. Elleithy, Sobh, T. et al. (Eds.), Technological developments in networking, education and automation (pp. 71-76). London: Springer.
Grover, S., & Pea, R. (2018). Computational thinking: A competency whose time has come. Computer Science Education: Perspectives on Teaching and Learning in School, 19.
Gyimah, E. (2011). Teachers use of instructional strategies in primary schools in Ghana: implication to inclusive education. Education Research Journal, 1(3), 46-52.
Hamilton, M., Clarke-Midura, J., Shumway, J. F., & Lee, V. R. (2019). An emerging technology report on computational toys in early childhood. Technology. Knowledge and Learning, 1-12.
Hedges, H., & Cooper, M. (2018). Relational play-based pedagogy: Theorising a core practice in early childhood education. Teachers and Teaching, 24(4), 369-383.
Hemmendinger, D. (2010). A plea for modesty. Acm Inroads, 1(2), 4-7.
Jurado, E., Fonseca, D., Coderch, J., & Canaleta, X. (2020). Social STEAM learning at an early age with robotic platforms: A case study in four schools in Spain. Sensors (Basel), 20(13). doi:10.3390/s20133698
Kazimoglu, C., Kiernan, M., Bacon, L., & Mackinnon, L. (2012). A serious game for developing computational thinking and learning introductory computer programming. Procedia-Social and Behavioral Sciences, 47, 1991-1999.
Kim, C., Kim, D., Yuan, J. r., & Hill, R. B. (2015). Robotics to promote elementary education pre-service teachers’ STEM engagement, learning, and teaching. Int. J. Technol. Educ. doi:10.1016/j.compedu.2015.08.005
Kory-Westlund, J. M., & Breazeal, C. (2019). A long-term study of young children's rapport, social emulation, and language learning with a peer-like robot playmate in preschool. Frontiers in Robotics and AI, 6, 81.
Lind, K. K. (1998). Science in early childhood: developing and acquiring fundamental concepts and skills.
Lumsden, L. S. (1994). Student motivation to learn. ERIC Digest, 92.
Papert, S. (1996). An exploration in the space of mathematics educations. International Journal of Computers for Mathematical Learning, 1(1), 95-123.
Peters, M. A., White, E. J., Besley, T., Locke, K., Redder, B., Novak, R., . . . Sturm, S. (2020). Video ethics in educational research involving children: Literature review and critical discussion. Educational Philosophy and Theory, 1-18.
Piaget, J. (1952). Jean Piaget.
Kim, C., Kim, D., Yuan, J. r., & Hill, R. B. (2015). Robotics to Promote Elementary Education Pre-service Teachers’
STEM Engagement, Learning, and Teaching. Int. J. Technol. Educ. doi:10.1016/j.compedu.2015.08.005
Kory-Westlund, J. M., & Breazeal, C. (2019). A long-term study of young children's rapport, social emulation, and
language learning with a peer-like robot playmate in preschool. Frontiers in Robotics and AI, 6, 81.
Lind, K. K. (1998). Science in Early Childhood: Developing and Acquiring Fundamental Concepts and Skills.
Lumsden, L. S. (1994). Student Motivation To Learn. ERIC Digest, Number 92.
Papert, S. (1996). An Exploration in the Space of Mathematics Educations. International Journal of Computers for
Mathematical Learning, 1, 28.
Peters, M. A., White, E. J., Besley, T., Locke, K., Redder, B., Novak, R., . . . Sturm, S. (2020). Video ethics in
educational research involving children: Literature review and critical discussion. Educational
Philosophy and Theory, 1-18.
Piaget, J. (1952). Jean Piaget.
Piaget, J. (1954). The construction of reality in the child (M. Cook, Trans.). New York, NY, US.
Relkin, E. (2018). Assessing Young Children's Computational Thinking Abilities. Tufts University, Massachusetts,
USA.
Resnick, M., & Silverman, B. (2005). Some reflections on designing construction kits for kids. Paper presented at
the Proceedings of the 2005 conference on Interaction design and children.
Schamber, L. (2000). Time-Line Interviews and Inductive Content Analysis : Their Effectiveness for Exploring
Cognitive Behaviors. Journal of The American Society for Information Science, 51(8), 734-744.
Solomon, C. J., & Papert, S. (1976). A Case Study of a Young Child Doing Turtle Graphics in LOGO. AI Memo 375.
Vygotsky, L. S. (2010). Two fragments of personal notes by LS Vygotsky from the Vygotsky family archive. Journal
of Russian and East European Psychology, 48(1), 91-96.
Wahyuningsih, S., Nurjanah, N. E., Rasmani, U. E. E., Hafidah, R., Pudyaningtyas, A. R., & Syamsuddin, M. M.
(2020). STEAM Learning in Early Childhood Education: A Literature Review. International Journal of
Pedagogy and Teacher Education, 4(1), 33-44.
Walsham, G. (2006). Doing interpretive research. European Journal of Information Systems, 15(3), 320-330.
doi:10.1057/palgrave.ejis.3000589
Walsham, G. (2014). Empiricism in interpretive IS research: a response to Stahl. European Journal of Information
Systems, 23(1), 12-16. doi:10.1057/ejis.2012.57
Wing, J. (2011). Computational Thinking. Paper presented at the IEEE Symposium on Visual Language and
Human-Centric Computing: Keynotes and Panels, Pittsburgh, PA, USA.
Wing, J. (2014). Computational thinking benefits society. 40th Anniversary Blog of Social Issues in Computing,
, 26.
Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical Transactions of the
Royal Society A: Mathematical, Physical and Engineering Sciences, 366(1881), 3717-3725.
doi:10.1098/rsta.2008.0118
Yadav, A., Mayfield, C., Zhou, N., Hambrusch, S., & Korb, J. T. (2014). Computational thinking in elementary and
secondary teacher education. ACM Transactions on Computing Education (TOCE), 14(1), 1-16.
Piaget, J. (1954). The construction of reality in the child (M. Cook, Trans.). New York, NY.
Relkin, E. (2018). Assessing young children's computational thinking abilities. Tufts University, Massachusetts, USA.
Resnick, M., & Silverman, B. (2005). Some reflections on designing construction kits for kids. Paper presented at the Proceedings of the 2005 Conference on Interaction Design and Children, pp. 117-122.
Schamber, L. (2000). Time-line interviews and inductive content analysis: Their effectiveness for exploring cognitive behaviors. Journal of The American Society for Information Science, 51(8), 734-744.
Solomon, C. J., & Papert, S. (1976). A case study of a young child doing turtle graphics in LOGO. AI Memo 375.
Vygotsky, L. S. (2010). Two fragments of personal notes by LS Vygotsky from the Vygotsky family archive. Journal of Russian and East European Psychology, 48(1), 91-96.
Wahyuningsih, S., Nurjanah, N. E., Rasmani, U. E. E., Hafidah, R., Pudyaningtyas, A. R., & Syamsuddin, M. M. (2020). STEAM learning in early childhood education: A literature review. International Journal of Pedagogy and Teacher Education, 4(1), 33-44.
Walsham, G. (2006). Doing interpretive research. European Journal of Information Systems, 15(3), 320-330. doi:10.1057/palgrave.ejis.3000589
Walsham, G. (2014). Empiricism in interpretive IS research: a response to Stahl. European Journal of Information Systems, 23(1), 12-16. doi:10.1057/ejis.2012.57
Wing, J. (2008). Computational thinking and thinking about computing. Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences, 366(1881), 3717-3725.
Wing, J. (2011). Computational Thinking. Paper presented at the IEEE Symposium on Visual Language and Human-Centric Computing: Keynotes and Panels, Pittsburgh, PA, USA.
Wing, J. (2014). Computational thinking benefits society. 40th Anniversary Blog of Social Issues in Computing, 2014, 26.
Yadav, A., Mayfield, C., Zhou, N., Hambrusch, S., & Korb, J. T. (2014). Computational thinking in elementary and secondary teacher education. ACM Transactions on Computing Education (TOCE), 14(1), 1-16.
DOI: https://doi.org/10.20961/ijpte.v5i1.44397
Refbacks
- There are currently no refbacks.
Copyright (c) 2021 Cucuk Budiyanto; Faaizah Shahbodin; Muhammad Ulinnuha Khoirul Umam; Ratih Isnaini; Rosihan Ariyuana
This work is licensed under a Creative Commons Attribution 4.0 International License.
|
