@inproceedings{6d60510bee3442aaa4d071ae828387be,
title = "Playful coding and playful learning among future early childhood educators",
abstract = "This research examined how undergraduates majoring in Early Childhood Education (a) engaged with robot coding and (b) designed to engage preschoolers in learning with robots. A symbolic interactionism perspective was applied to examine how and why these future early childhood education teachers learned to code and planned lessons integrating robots into preschoolers' play. The central research question was: How and why do pre-service early childhood teachers use robotics in preschoolers' play?",
author = "Kim, {Chan Min} and Belland, {Brian R.} and Cory Gleasman",
note = "Funding Information: This research is supported by grants 1927595 and 1906059 from the National Science Foundation (USA). Any opinions, findings, or conclusions are those of the authors and do not necessarily represent official positions of the National Science Foundation. Publisher Copyright: {\textcopyright} 2020 International Society of the Learning Sciences (ISLS). All rights reserved.; 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 ; Conference date: 19-06-2020 Through 23-06-2020",
year = "2020",
language = "English (US)",
series = "Computer-Supported Collaborative Learning Conference, CSCL",
publisher = "International Society of the Learning Sciences (ISLS)",
pages = "2411--2412",
editor = "Melissa Gresalfi and Horn, {Ilana Seidel}",
booktitle = "14th International Conference of the Learning Sciences",
}
