26-03-2014, 03:28 PM
Kindergarten Children Programming Robots: A First Attempt
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Abstract
Using robots to teach programming is a method to
enthuse young people about computer sciences. They are applied
by colleges as well as by schools. To rouse young people ́s
enthusiasm for technology, the Department of Computer Science
– University of Applied Sciences Technikum Wien offers robotic
classes at a kindergarten for pre-school children (aged five to six
years). Simultaneously, they are given an understanding of
scientists ́ profession. All activities with the robots are
documented by the children themselves, processed and reflected
about in complementing talks. To cater to all learning types, a
high value is put on using different methods of teaching and the
children work actively in workshops. Thus, a strong sense of
identification with the project can be ensured in both children
and lecturers. The collaterally conducted case study
demonstrates the gained findings and enables multipliers to
apply this concept adapted to their own needs. Complementing
this case-study we recommend using this procedure in
kindergartens with a high number of children with migratory
background. Also, we point out the limitations of constructivist
educational concepts in kindergartens.
INTRODUCTION
Following the basic idea of familiarizing children with the
world of science and technics, the pilot scheme
„Wissensakademie‖ was created in cooperation with
―Kinderfreunde Wien‖ and the Department of Computer
Science at the University of Applied Sciences Technikum
Wien.
The Department of Computer Science has been an active
part of the RoboCup initiative in Austria for many years and
hosts the ―Regionalzentrum Wien‖ for the RoboCupJunior
initiative.
The RoboCupJunior ―Regionalzentrum‖ offers trial courses
for programming Lego Mindstorms® NXT robots, hosts
advanced courses, days for practice and coaching-sessions.
Additionally, week-long introduction classes in robotics were
held for ten to 16-year-old students. The goal of these summer
classes is to motivate students to participate in the
RoboCupJunior ́s Austrian Opens and winning teachers as
multipliers to continue the project.
A Short History
Froebel coined the term kindergarten and already
developed strategies for hands-on learning, supported by toys
and activities, in the 19th century. [6] [7] According to Kafai
et al., analogies to his approach can be found in the concept of
Lego Mindstorms®. [6] Based of these experiences, the use of
robotics in kindergartens appeared reasonable.
„Currently, interest has shifted from whether technology
should be used with young children, to how it should be used
in order to provide effective learning experiences.‖ [8]
Granting a playful approach, according to Rapeepisarn et al.,
enhances the development of children in all aspects. [3] „The
focus has shifted from technology to pedagogy.
Project Contents
The contents of the project in kindergarten were split into
10 units of 50 minutes each. Referring to Gelderblom and
Kotzé, who state „if a child can solve a specific kind of
problem in one domain that they cannot necessarily transfer
that skill to a different domain‖ as one of their design-lessons,
our pilot project tries to enable the children to internalize
knowledge by continuously repeating the most important
concepts in various settings. [17]
CONCLUSION AND FUTURE WORK
The project „Wissensakademie― has – from our point of
view – proven to be very successful. The children were
enthusiastic, interested in programming and robots and are
looking forward to a sequel to this project.
The small group of nine children was ideal to work (inter-)
actively with the children and explore the world of robots
playfully. The children were easy to be enthused about going
on this new exploration. Under the presented setting, a top
quality promotion of the children was possible.
We do not think that the children can be cared for
individually in bigger groups with the same resources of
support. But the positives of our setting are at the same time
limitations: we cannot give any general statements for the
following reasons. First of all: Our group of children was too
small – nine children are to less, for making general
conclusions. Also a problem: Only sometimes we were lucky,
to see all children in our robot-sessions. Too many times
children were absent. Even in the small group it was not
always easy to take all the language barriers, attention deficits,
different speeds of learning and the varying previous
knowledge into account, in order to offer the ideal amount of
promotion to each child. Also, we were not always able to
fully consider all cultural differences of acting and social
interaction.