Early Childhood Education Journal

, Volume 41, Issue 4, pp 245–255

The Effect of a Classroom-Based Intensive Robotics and Programming Workshop on Sequencing Ability in Early Childhood

  • Elizabeth R. Kazakoff
  • Amanda Sullivan
  • Marina U. Bers
Article

DOI: 10.1007/s10643-012-0554-5

Cite this article as:
Kazakoff, E.R., Sullivan, A. & Bers, M.U. Early Childhood Educ J (2013) 41: 245. doi:10.1007/s10643-012-0554-5

Abstract

This paper examines the impact of programming robots on sequencing ability during a 1-week intensive robotics workshop at an early childhood STEM magnet school in the Harlem area of New York City. Children participated in computer programming activities using a developmentally appropriate tangible programming language CHERP, specifically designed to program a robot’s behaviors. The study assessed 27 participants’ sequencing skills before and after the programming and robotics curricular intervention using a picture-story sequencing task and compared those skills to a control group. Pre-test and post-test scores were compared using a paired sample t test. The group of children who participated in the 1-week robotics and programming workshop experienced significant increases in post-test compared to pre-test sequencing scores.

Keywords

Computer programming Early childhood Kindergarten Robotics Sequencing STEM 

Copyright information

© Springer Science+Business Media, LLC 2012

Authors and Affiliations

  • Elizabeth R. Kazakoff
    • 1
  • Amanda Sullivan
    • 1
  • Marina U. Bers
    • 1
  1. 1.Tufts UniversityMedfordUSA

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