Amanda Strawhacker

ScratchJr demo: a coding language for kindergarten

This paper describes the ScratchJr research project, a collaboration between Tufts Universitys Developmental Technologies Research Group, MITs Lifelong Kindergarten Group, and the Playful Invention Company. Over the past five years, dozens of ScratchJr prototypes have been designed and studied with over 300 K-2nd grade students, teachers and parents. ScratchJr allows children ages 5 to 7 years to explore concepts of computer programming and digital content creation in a safe and fun environment. This paper describes the progression of major prototypes leading to the current public version, as well as the educational resources developed for use with ScratchJr. Future directions and educational implications are also discussed.

TUI, GUI, HUI: is a bimodal interface truly worth the sum of its parts?

This study aims to explore the relative differences in efficacy of three different computer programming interfaces for controlling robots designed for early childhood education. A sample of N=36 kindergarten students from 3 different classrooms participated in this research. Each classroom was randomly assigned to one of the following three conditions: a tangible user interface, a graphical user interface, and a hybrid user interface. Comparisons between the three conditions focus on which interface yields better understanding of the programming concepts taught. Implications for designing developmentally appropriate computer programming interfaces for early childhood education are discussed.

Curious Construction Kit: A programmable building kit for early childhood

Imaginative play is a rich source of learning and development for early childhood. Constructionist theory also highlights the benefits of play involving programmable elements and the process of construction and building. In this paper, we describe a new educational tool, the Curious Construction Kit (CCK), a building platform that allows children to become fully immersed in their creative, constructive play. We believe that young children will be able to engage deeply in design when using the CCK, both allowing for representations to emerge and planning for them. Design features of the CCK are explained, as well as hypothetical use cases. Future work and theoretical considerations are also discussed.

CRISPEE: A Tangible Gene Editing Platform for Early Childhood

We present CRISPEE, a novel tangible user interface designed to engage young elementary school children in bioengineering concepts. Using CRISPEE, children assume the role of a bioengineer to create a genetic program that codes for a fireflys bioluminescent light. This is accomplished through sequencing tangible representations of BioBricks, which code for the primary colors of light (red, green, and blue) to be turned on or off. The interface and curricular supplement expose children in early elementary school to concepts traditionally taught much later in school curricula through playful interaction and exploration. We discuss CRISPEEs concept and design, and share findings from its preliminary evaluation with children and adults.

The design of early childhood makerspaces to support positive technological development: Two case studies

Purpose With the advent of the maker movement, there has been a new push to explore how spaces of learning ought to be designed. The purpose of this paper is to integrate three approaches for thinking about the role of design of the learning environment: the makerspace movement, Reggio Emilia’s Third Teacher approach, and the positive technological development (PTD) framework. Design/methodology/approach This paper describes two case studies that involved the design of two different early childhood makerspaces (ECMSs) through a co-participatory design experience: the Kindergarten Creator Space at the International School of Billund in Denmark; and the ECMS at (removed for blind review), a resource library in Medford, MA. Findings Based on the foundational education framework of PTD, and ideas from the field of interior design, this paper describes the design principles of several successful makerspaces, and case examples of children who use them. Originality/value By grounding the theoretical discussion in three approaches, the authors aim to suggest design elements of physical spaces in schools and libraries that can promote young children’s learning through making. Recommendations are discussed for practitioners and researchers interested in ECMSs.

Dancing, Drawing, and Dramatic Robots: Integrating Robotics and the Arts to Teach Foundational STEAM Concepts to Young Children

In recent years, there has been an increasing national focus on the importance of Science, Technology, Engineering, and Math (STEM) education for young children beginning in kindergarten. This chapter explores the newest acronym, “STEAM,” which integrates the Arts with STEM education. While many assume the “A” in STEAM refers only to the fine arts, the full potential of STEAM goes beyond aesthetics to include language arts, culture, history, and the humanities . The emerging domain of robotics offers playful strategies for engaging young children with the technology and engineering components of STEM. Additionally, when implemented thoughtfully, robotics is a creative medium with the power to engage young children in the arts and humanities. KIBO is a newly developed robotics construction set specifically designed for children ages 4–7 years to learn foundational engineering and programming content in a hands-on, open-ended way—no screen-time required! This chapter presents vignettes of three interdisciplinary robotics curricular units that utilize the KIBO Robotics Kit: (1) Dances from Around the World, (2) Art-Making Robots, and (3) Superhero Bots. It highlights strategies for taking a child-focused approach to robotics education by drawing on student interest in music, visual arts, and literature when exploring foundational technological ideas.