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|Title:||Playful Coding and Playful Learning Among Future Early Childhood Educators|
|Keywords:||Teaching and Teacher Learning|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Kim, C., Belland, B., & Gleasman, C. (2020). Playful Coding and Playful Learning Among Future Early Childhood Educators. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2411-2412). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||This research examined how undergraduates majoring in Early Childhood Education (a) engaged with robot coding and (b) designed to engage preschoolers in learning with robots. A symbolic interactionism perspective was applied to examine how and why these future early childhood education teachers learned to code and planned lessons integrating robots into preschoolers’ play. The central research question was: How and why do pre-service early childhood teachers use robotics in preschoolers’ play?|
|Appears in Collections:||ICLS 2020|
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