By Marina Umaschi Bers
Examine exhibits that attitudes approximately technology, math, and expertise begin to shape throughout the early education years. This pioneering e-book exhibits easy methods to effectively use know-how within the early formative years school room. Grounded in a constructivist method of educating and studying, the writer makes a speciality of robot manipulatives that let teenagers to discover advanced techniques in a concrete and enjoyable manner. whilst, she examines how this know-how engages sensorimotor and socioemotional talents, that are basic for the fit improvement of youngsters.
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Additional info for Blocks to Robots: Learning with Technology in the Early Childhood Classroom
Namely, provide opportunities for learners to express their identity as well as to explore it through behaviors in the context of a community of practice. 10. Be designed following a participatory method in which potential users, both professionals and children, become partners in the different stages of the design process. Socioemotional and Developmental Contexts for Learning with Robotics 35 Whereas a small subset of technologies can be identiﬁed as identity construction environments (very few computational tools are speciﬁcally designed to promote positive development), most constructionist technologies can become identity construction environments if the design of the curriculum and the learning environment augment and supplement what the technology can offer.
Not surprisingly, researchers in artiﬁcial intelligence, who are fascinated with the question of how to make machines that think, write some of the most interesting philosophical essays about self and identity. Some examples are the work of Joseph Weizenbaum (1976), Marvin Minsky (1986), and Terry Winograd (Winograd & Flores, 1987). Computers can make both learning and thinking visible. For example, the early work of Sherry Turkle explores how young children become philosophers when trying to make sense of how a computer toy works and thinks.
If we have found a technology that is ﬂexible and can be used in a constructionist way to engage children in the design, making, and programming of their own projects, then we need to understand how 36 PART I Constructionism: Technology and Early Childhood we can integrate that technology into a developmental technology framework. How do we create identity construction environments? The 10 guidelines presented earlier are a good start. But the “six C’s by six C’s” theoretical model (see Figure 6) provides a foundation by showing how each of the six desired positive assets or characteristics of an individual can be promoted by speciﬁc design features in the technology, the curriculum, and the learning environment that engage children on different behaviors: (1) content creation to promote competence in the use of technology; (2) creativity to foster conﬁdence in children’s own uses of technology to make meaningful projects; (3) communication in both synchronous and asynchronous ways to support the formation of networks of caring; (4) collaboration that enables connection between people; (5) conduct to engage in ethically and morally responsible actions guided by character traits; and (6) community-building to design and participate in environments where one can make positive contributions.
Blocks to Robots: Learning with Technology in the Early Childhood Classroom by Marina Umaschi Bers