Design and Piloting of a Proposal for Intervention with Educational Robotics for the Development of Lexical Relationships in Early Childhood Education

Autor/inn/en	Campos, Verónica Moreno; Muñoz, Francisco José Rodríguez
Titel	Design and Piloting of a Proposal for Intervention with Educational Robotics for the Development of Lexical Relationships in Early Childhood Education
Quelle	In: Smart Learning Environments, 10 (2023), Artikel 6 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Campos, Verónica Moreno)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40561-023-00226-0
Schlagwörter	Early Childhood Education; Robotics; Technology Uses in Education; Intervention; Preschool Children; 21st Century Skills; Problem Solving; Critical Thinking; Thinking Skills; Language Skills; Language Processing; Word Recognition; Skill Development; Cooperation; Creativity + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Robotertechnik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Problemlösen; Kritisches Denken; Denkfähigkeit; Language skill; Sprachkompetenz; Sprachverarbeitung; Worterkennung; Kompetenzentwicklung; Qualifikationsentwicklung; Co-operation; Kooperation; Kreativität
Abstract	An applied research proposal for integrated learning based on the use of educational robotics has been proposed. The design has been implemented with a sample of 21 four-year-old students applying twenty-first-century competencies (collaboration, creativity, critical thinking, and communication) to learn the curricula related to the development of lexical relations. This research aims to apply data directly derived from the application of educational robotics in the classroom. The research aims focus on two fundamental questions: on the one hand, to verify whether the use of educational robotics in teaching practice is related to greater conceptual achievement and, on the other hand, to validate whether students apply transversal competencies through educational robotics. The results allow us to affirm that the didactic application of robotics activities achieves a high degree of conceptual integration when establishing lexical relationships and allows students to put into practice key transversal problem-solving and critical thinking competencies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01