Robotics in Early Childhood Education: A Case Study for the Best Practices

Robotics in Early Childhood Education: A Case Study for the Best Practices

Hayriye Tuğba Öztürk (Ankara University, Turkey) and Lorina Calingasan (University of the Philippines, Philippines)
DOI: 10.4018/978-1-5225-7507-8.ch044
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This study aimed to present best practices for robotics in early childhood education based on a case study. Positive Technological Development (PTD) framework was utilised as a theoretical framework suitable for robotics and children education studies. The developmentally appropriateness of the robotics resources for the children was also discovered to make recommendations for the educators. Since robotics in education is an emerging area, through evidence based findings, it is aimed to contribute to the effective use of robotics in education with presenting examples from the children's learning process with robotics.
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Literature Review On Robotics In Education

In the literature, research findings generally support integration of robotics in early childhood education especially for STEM education. Briefly, researchers put forward that children who are engaged with robotics demonstrate ‘fewer gender-based stereotypes regarding Science, Technology, Engineering and Mathematics [STEM] careers’ (Sulliva & Bers, 2015) and their ability in mathematics at an early age such as 5 is a significant predictor of later ability (Manches & Plowman, 2015) thus, their engagement with a knowledge domain such as Robotics should be supported from an early age.

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