PGCE Foundation Computing EYFS/KS1 - Robotics


Published on

Preliminary reading: Stoeckelmayr et al (2011). As well as learning something about programming, what else might young children learn through working with Bee Bots?
Programmable toys are very common in early years settings and key stage 1 classrooms, with practitioners and teachers showing lots of imagination in how these can be used meaningfully across the curriculum. We look at some of the models available and you create and record a role play of a classroom based activity based around these.
Task: Working in a group, you plan a learning activity involving Bee Bots (or similar) and then role play this as teacher and pupils. You record your activity and upload this to your blog.
Resources: The Lulham ICT suite has a small stock of Bee Bots, Pro Bots and Roamers, as well as more advanced Lego WeDo and Mindstorms robotics kit. There is a rather good Bee Bot app available for iOS. Free versions of Logo, a simple programming language, can be downloaded from the web, eg, although Scratch (see Session 7) is easier to use and increasingly popular. It interfaces directly with Lego Wedo.

1 Comment
1 Like
No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

PGCE Foundation Computing EYFS/KS1 - Robotics

  1. 1. ICT in schools 2008–11An evaluation of information and communicationtechnology education in schools in England 2008–11 Most of the Key Stage 1 pupils observed were able to learn programming through devising and testing sequences of instructions for floor robots. However, in Key Stage 2, pupils in the majority of schools visited had insufficient opportunities to develop their understanding and use of programming, and data logging and handling.
  2. 2. Schema“Experience of objects plays,naturally, a very important rolein the establishment of dynamicstructures” From Piaget (1961) A genetic approach to the psychology of thought
  3. 3. Accommodation and Assimiliation“All exchange between the organism and theenvironment is composed of two poles:A) of the assimilation of the given external tothe previous internal structures, andB) of the accommodation of these structures tothe given ones.” From Piaget (1961) A genetic approach to the psychology of thought
  4. 4. ATHERTON J S(2009) Learning and Teaching; Piagets developmental theory.
  5. 5. Play and Exploration Children learn through first hand experience in activities they have chosen Play allows children to test their ideas Play lets children learn from mistakes Play fosters imagination and flexibility of mind Rich, enabling environments are provided Allow children to dictate the pace, length and focus; interventions should be supportive Recognise children’s fascination with and curiosity about what is going on in their worlds. EYFS: Effective practice: play and exploration
  6. 6. Bee-Bots
  7. 7. Roamer
  8. 8. Probots
  9. 9. On the web…
  10. 10. There’s an app for that
  11. 11. Some practical work Play with one of the robots or apps! Working with a partner, plan a directed play activity for children in Reception using your robot or app. Use a Flip video camera to capture this as role-play (you may wish to join forces with another pair) Upload your video Post some reflective commentary
  12. 12. For next week…