Early Childhood Robotics: Children’s Beliefs and Objective Capabilities to Read and Write Programs

Figures & data

Figure 1. Robotics play area in the kindergarten (here with the lego robotics equipment).

Figure 2. (a) A programming environment screen and (b) children working with the environment.

Figure 3. Analytical framework.

Figure 4. (a) An example of a capstone robotic model and (b) its code.

Table 1. Frequency of responses to the statement “I feel that I can program a new behavior of the robot” (n = 114).

Response	Boys	Girls	Kindergarten	1st grade
Yes	48	47	40	55
No	13	6	11	8

Table 2. Frequency of responses to the statement “I feel comfortable to read and explain the code of our final project.”

Response	Boys	Girls	Kindergarten	1st grade
Yes	53	42	40	55
No	8	11	11	8

Table 3. Frequency of the experts’ mark to the question “can the child read and explain the code in its capstone project?” by gender.

Response	Boys	Girls
Yes	29	43
Partially	23	7
No	9	3

Table 4. Frequency of the experts’ mark to the question “can the child read and explain the code in its capstone project?” by age.

Response	Kindergarten	1st grade
Yes	32	40
Partially	16	14
No	3	9