Playful coding and playful learning among future early childhood educators

Chan Min Kim, Brian Belland, Cory Gleasman

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

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?

Original languageEnglish (US)
Title of host publication14th International Conference of the Learning Sciences
Subtitle of host publicationThe Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings
EditorsMelissa Gresalfi, Ilana Seidel Horn
PublisherInternational Society of the Learning Sciences (ISLS)
Pages2411-2412
Number of pages2
ISBN (Electronic)9781732467286
StatePublished - 2020
Event14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Nashville, United States
Duration: Jun 19 2020Jun 23 2020

Publication series

NameComputer-Supported Collaborative Learning Conference, CSCL
Volume4
ISSN (Print)1573-4552

Conference

Conference14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020
CountryUnited States
CityNashville
Period6/19/206/23/20

All Science Journal Classification (ASJC) codes

  • Human-Computer Interaction
  • Education

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