인문학
사회과학
자연과학
공학
의약학
농수해양학
예술체육학
복합학
DBpia AI
AI 에이전트
AI 아이디어
AI 리더
AI 뷰어
Citeasy
크롬 서지관리 다운로드
지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
Objective: This study explored young children’s play experiences mediated by a coding robot within a play-based curriculum and examined the aspects of learning that emerged, with particular attention to the role of teacher support.
Methods: Participants included 13 five-year-old children (6 boys and 7 girls) attending a public childcare center in S city, Gyeonggi Province, South Korea. Over eight weeks, each child was provided with a one Genibot during free play time, along with coding cards, blocks, and art materials. Data collected through 122 hours of video recordings, photographs, and verbatim transcripts of children’s dialogues were analyzed using an inductive qualitative analysis approach described by Bogdan and Biklen (2006). Triangulation of observation records, research journals, and video data was used to enhance trustworthiness.
Results: Children engaged in coding robot play with curiosity and spontaneity, leading to self-directed exploration and the gradual expansion of play. Teachers supported children’s autonomy and extended learning through timely resources and open-ended questions. Learning outcomes included spontaneous learning in play, strengthened thinking and peer collaboration through problem-solving, and the emergence of creativity and expression abilities.
Conclusion: Coding robots function as dynamic tools through which young children explore, collaborate, solve problem, and express themselves creatively. These findings suggest that coding robot play may support the development of creativity, critical thinking, communication, and collaboration in young children. The results underscore the importance of teacher-supported use of coding in play-based settings.
Methods: Participants included 13 five-year-old children (6 boys and 7 girls) attending a public childcare center in S city, Gyeonggi Province, South Korea. Over eight weeks, each child was provided with a one Genibot during free play time, along with coding cards, blocks, and art materials. Data collected through 122 hours of video recordings, photographs, and verbatim transcripts of children’s dialogues were analyzed using an inductive qualitative analysis approach described by Bogdan and Biklen (2006). Triangulation of observation records, research journals, and video data was used to enhance trustworthiness.
Results: Children engaged in coding robot play with curiosity and spontaneity, leading to self-directed exploration and the gradual expansion of play. Teachers supported children’s autonomy and extended learning through timely resources and open-ended questions. Learning outcomes included spontaneous learning in play, strengthened thinking and peer collaboration through problem-solving, and the emergence of creativity and expression abilities.
Conclusion: Coding robots function as dynamic tools through which young children explore, collaborate, solve problem, and express themselves creatively. These findings suggest that coding robot play may support the development of creativity, critical thinking, communication, and collaboration in young children. The results underscore the importance of teacher-supported use of coding in play-based settings.
#coding robot play
#play experiences
#learning outcomes
#early childhood coding education
#play-based curriculum
#코딩로봇 놀이
#놀이경험
#배움의 양상
#유아 코딩 교육
#놀이중심 교육과정
상세정보 수정요청해당 페이지 내 제목·저자·목차·페이지정보가 잘못된 경우 알려주세요!
목차
- Introduction
- Methods
- Results
- Discussion
- References
참고문헌
참고문헌 신청최근 본 자료
