Early Childhood Robotics
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ERIC Institute of Education Sciences
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| Hauptverfasser: | , |
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| Format: | Recurso educativo Open Access |
| Sprache: | en |
| Veröffentlicht: |
2018
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| _version_ | 1867181911541022720 |
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| author | Meacham, Sohyun Atwood-Blaine, Dana |
| author_facet | Meacham, Sohyun Atwood-Blaine, Dana Meacham, Sohyun Atwood-Blaine, Dana |
| collection | Education Resources Information Center |
| contents | Early Childhood Robotics Meacham, Sohyun Atwood-Blaine, Dana Robotics Reggio Emilia Approach Science Instruction Early Childhood Education Elementary Education Secondary Education Clubs After School Programs Public Libraries Young children are full citizens. They have full rights to use their "hundred languages," hands, and thoughts to contribute to the field of science. The founder of the Reggio Emilia approach, Loris Malaguzzi, emphasizes in his famous poem that every child has a hundred ways of discovering the world and a hundred worlds to invent. Today's heavy emphases on high-stakes testing and accountability, particularly in literacy, have limited young children's use of their authentic ways to explore the world, which chimes with Malaguzzi's poem. However, there is still hope as many U.S. educators have witnessed Reggio classrooms where children's hundred ways of discovery and invention are allowed to flourish. A sizable volume of literature has documented the applicability of the Reggio Emilia approach in science education. While most of the published works report cases in preschool or kindergarten classrooms, the National Learning Center and Capitol Children's Museum's (1994) report provided applicability of the Reggio Emilia approach for older children's science learning. Although the Reggio Emilia municipality was originally serving children at ages six or below, the idea of the Reggio approach in elementary schools has been conceived and developed since the Loris Malaguzzi center was built in 2006. In the 2015-2016 school year, the elementary school within this center included classrooms for grades 1-5 as well as preschool. At the secondary level, Mills' (2013) qualitative study involved eight high school students' gardening project inspired by Reggio Emilia. In this context, this article reports on a case study conducted in a weekly K-8 afterschool Lego Robotics club in a public library in a midwestern state. This study reflects the Reggio Emilia approach in four ways: (1) An environment supporting children's authentic learning, (2) children constructing emergent curriculum, (3) children as meaning makers, and (4) children developing multimodal communication skills. The authors discuss how this case is relevant to the "Next Generation Science Standards" (NGSS Lead States 2013). |
| format | Recurso educativo Open Access |
| id | eric_EJ1192835 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2018 |
| record_format | eric |
| spellingShingle | Early Childhood Robotics Meacham, Sohyun Atwood-Blaine, Dana Robotics Reggio Emilia Approach Science Instruction Early Childhood Education Elementary Education Secondary Education Clubs After School Programs Public Libraries Early Childhood Robotics Meacham, Sohyun Atwood-Blaine, Dana Robotics Reggio Emilia Approach Science Instruction Early Childhood Education Elementary Education Secondary Education Clubs After School Programs Public Libraries Young children are full citizens. They have full rights to use their "hundred languages," hands, and thoughts to contribute to the field of science. The founder of the Reggio Emilia approach, Loris Malaguzzi, emphasizes in his famous poem that every child has a hundred ways of discovering the world and a hundred worlds to invent. Today's heavy emphases on high-stakes testing and accountability, particularly in literacy, have limited young children's use of their authentic ways to explore the world, which chimes with Malaguzzi's poem. However, there is still hope as many U.S. educators have witnessed Reggio classrooms where children's hundred ways of discovery and invention are allowed to flourish. A sizable volume of literature has documented the applicability of the Reggio Emilia approach in science education. While most of the published works report cases in preschool or kindergarten classrooms, the National Learning Center and Capitol Children's Museum's (1994) report provided applicability of the Reggio Emilia approach for older children's science learning. Although the Reggio Emilia municipality was originally serving children at ages six or below, the idea of the Reggio approach in elementary schools has been conceived and developed since the Loris Malaguzzi center was built in 2006. In the 2015-2016 school year, the elementary school within this center included classrooms for grades 1-5 as well as preschool. At the secondary level, Mills' (2013) qualitative study involved eight high school students' gardening project inspired by Reggio Emilia. In this context, this article reports on a case study conducted in a weekly K-8 afterschool Lego Robotics club in a public library in a midwestern state. This study reflects the Reggio Emilia approach in four ways: (1) An environment supporting children's authentic learning, (2) children constructing emergent curriculum, (3) children as meaning makers, and (4) children developing multimodal communication skills. The authors discuss how this case is relevant to the "Next Generation Science Standards" (NGSS Lead States 2013). |
| title | Early Childhood Robotics |
| topic | Robotics Reggio Emilia Approach Science Instruction Early Childhood Education Elementary Education Secondary Education Clubs After School Programs Public Libraries |
| url | https://eric.ed.gov/?id=EJ1192835 |