An Emerging Technology Report on Computational Toys in Early Childhood
Document Type
Article
Journal/Book Title/Conference
Technology, Knowledge and Learning
Volume
25
Issue
1
Publisher
Springer Netherlands
Publication Date
8-31-2019
Award Number
NSF, Division of Research on Learning in Formal and Informal Settings (DRL) 1842116
Funder
NSF, Division of Research on Learning in Formal and Informal Settings (DRL)
First Page
213
Last Page
224
Abstract
This emerging technology report describes computational toys as tools for learning and building computational thinking (CT) skills in young children. We present both a framework to categorize computational toys as well as a separate framework to evaluate the toys’ effectiveness for teaching CT skills. We then apply our frameworks to thirty computational toys targeting children ages 5 and 6 years old. By identifying physical and ideational features of computational toys, educators and researchers will be able to apply our findings to practice and expand upon CT pedagogical research in young learners. Our future research goals include to investigate how CT skills can be observed and measured in early childhood education.
Recommended Citation
Hamilton, M., Clarke-Midura, J., Shumway, J.F. et al. An Emerging Technology Report on Computational Toys in Early Childhood. Tech Know Learn 25, 213–224 (2020). https://doi.org/10.1007/s10758-019-09423-8
