Skip to main content

Advertisement

SpringerLink
Log in

Exploring the effects of “productive children: coding and robotics education program” in early childhood education

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

Recently, coding and robotics education has started to be integrated into early childhood education in Turkey. The current study aims to investigate the effects of “Productive Children: Coding and Robotics Education Program (PCP)” on children’s cognitive development skills, language development and creativity. Eighty children, enrolled in four different public kindergarten classrooms, participated in the study. Four classrooms were randomly assigned to two experimental and two control groups. The PCP was implemented in the experimental group at least twice a week for nine weeks. This program consists of three parts: unplugged coding, robotic tools and block coding. Before and after this intervention, all children’s cognitive, language and creative skills were measured. The results revealed that PCP, which is integrated into early childhood education activities, positively affects the cognitive development skills, language development and creativity of children. Additionally, there were statistically significant differences between the post-test scores of groups in favor of the experimental groups.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5

Similar content being viewed by others

Data availability

The datasets generated during and/or analyzed during the current study are available from the corresponding author on reasonable request.

References

  • Akgündüz, D., & Akpınar, B. C. (2018). Okul öncesi eğitiminde fen eğitimi temelinde gerçekleştirilen STEM uygulamalarının öğrenci, öğretmen ve veli açısından değerlendirilmesi. [Evaluation of STEM applications based on science education in pre-school education in terms of students, Teachers and Parents]. Education for Life, 32(1), 1–26.

    Google Scholar 

  • Akyol-Altun, C. (2018). Okul öncesi öğretim programına algoritma ve kodlama eğitimi entegrasyonunun öğrencilerin problem çözme becerisine etkisi. [Algorithm and coding education in pre-school teaching program integration the effectiveness of problem solving skills in students]. Unpublished master thesis. Ankara University Institute of Educational Sciences.

  • Altin, H., & Pedaste, M. (2013). Learning approaches to applying robotics in science education. Journal of Baltic Science Education, 12(3), 365–377.

    Article  Google Scholar 

  • Angeli, C., & Valanides, N. (2020). Developing young children’s computational thinking with educational robotics: An interaction effect between gender and scaffolding strategy. Computers in Human Behavior, 105, 105954. https://doi.org/10.1016/j.chb.2019.03.018

    Article  Google Scholar 

  • Ary, D., Jacobs, L. C., Sorensen, C. K., & Walker, D. (2014). Introduction to research in education (9th ed.). Wadsworth.

    Google Scholar 

  • Aslan, E. (2001). Torrance Yaratıcı Düşünce Testi'nin Türkçe versiyonu. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 14, 19–40. Retrieved November 24, 2018, from https://dergipark.org.tr/tr/pub/maruaebd/issue/368/2523

  • Aydın, N. (2019). STEM ve STEM temelli robotik etkinliklerinin ortaokul öğrencilerinin problem çözmeye yönelik yansıtıcı düşünme, zihinsel risk alma ve öğrenmede motive edici stratejilerine etkisi. Unpublished master thesis. Erzincan Binali Yıldırım University Institute of Science.

  • Barr, D., Harrison, J., & Conery, L. (2011). Computational thinking: a dijital age skill for everyone. Retrieved June 20, 2018, from http://files.eric.ed.gov/fulltext/EJ918910.pdf

  • Bender, W. N. (2018). In S. Durmuş, A. S. İpek., & B. Yıldız (Eds.), STEM öğretimi için 20 strateji. [20 strategies STEM for instrucions]. Nobel Yayıncılık.

    Google Scholar 

  • Bers, M. U. (2018). Coding and computational thinking in early childhood: The impact of ScratchJr in Europe. European Journal of STEM Education, 3(3), 08. https://doi.org/10.20897/ejsteme/3868

    Article  Google Scholar 

  • Bers, M. U. (2019). Coding as another language: A pedagogical approach for teaching computer science in early childhood. Journal of Computers in Education, 6, 499–528. https://doi.org/10.1007/s40692-019-00147-3

    Article  Google Scholar 

  • Bers, M. U. (2020). Coding as a playground: Programming and computational thinking in the early childhood classroom. Routledge Press.

    Book  Google Scholar 

  • Bers, M. U., & Horn, M. (2010). Tangible programming in early childhood: Revisiting developmental assumptions through new technologies. In I. Berson & M. Berson (Eds.), High-tech tots: Childhood in a digital world. Global child advocacy series (pp. 49–70). Information Age Publishing.

  • Bers, M.U., & Resnick, M. (2017). Resmi ScratchJr kitabı. G. Sert, & M. Kızılkaya (Eds.). İstanbul: Abaküs Yayınları. (Orijinal çalışmanın basım tarihi 2015).

  • Bers, M. U., Flannery, L., Kazakoff, E. R., & Sullivan, A. (2014). Computational thinking and tinkering. Exploration of an early childhood robotics curriculum. Computers & Education, 72, 145–157. https://doi.org/10.1016/j.compedu.2013.10.020

    Article  Google Scholar 

  • Bers, M. U., González-González, C., & Armas-Torres, M. B. (2019). Coding as a playground: Promoting positive learning experiences in childhood classrooms. Computers & Education, 138, 130–145. https://doi.org/10.1016/j.compedu.2019.04.013

    Article  Google Scholar 

  • Blanchard, S., Freiman, V., & Lirrete-Pitre, N. (2010). Strategies used by elementary schoolchildren solving robotics-based complex tasks: Innovative potential of technology. Procedia Social and Behavioral Sciences, 2(2), 2851–2857. https://doi.org/10.1016/j.sbspro.2010.03.427

    Article  Google Scholar 

  • Caballero-Gonzalez, Y.A., García-Valcárcel, A., & García-Holgado, A. (2019). Learning computational thinking and social skills development in young children through problem solving with educational robotics. In Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality, 19-23. ACM. https://doi.org/10.1145/3362789.3362874

  • Campbell, C., & Walsh, C. (2017). Introducing the “new” digital literacy of coding in the early years. Practical Literacy: The Early and Primary Years, 22(3), 10–12.

    Google Scholar 

  • Chan, K. K. (2020). Using tangible objects in early childhood classrooms: A study of Macau pre-service teachers. Early Childhood Education Journal, 48, 441–450. https://doi.org/10.1007/s10643-019-01011

    Article  Google Scholar 

  • Chun, H. Y., & Park, S. (2020). The effect of STEAM-based unplugged play activities using robots on the improvement of Children’s creative and social personalities. Korean Journal of Childcare and Education, 16(5), 1–26. https://doi.org/10.14698/JKCCE.2020.16.05.001

    Article  Google Scholar 

  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.

    Google Scholar 

  • Di Lieto, M. C., Inguaggiato, E., Castro, E., Cecchi, F., Cioni, G., Dell’Omo, M., et al. (2017). Educational robotics intervention on executive functions in preschool children: A pilot study. Computers in Human Behavior, 71, 16–23. https://doi.org/10.1016/j.chb.2017.01.018

    Article  Google Scholar 

  • Dorouka, P., Papadakis, S., & Kalogiannakis, M. (2020). Tablets and apps for promoting robotics, mathematics, STEM education and literacy in early childhood education. International Journal of Mobile Learning and Organisation (IJMLO), 14(2), 255–274. https://doi.org/10.1504/IJMLO.2020.106179

    Article  Google Scholar 

  • Dow, G. T., & Mayer, R. E. (2004). Teaching students to solve insight problems: Evidence for domain specificity in creativity training. Creativity Research Journal, 16(4), 389–401. https://doi.org/10.1080/10400410409534550

    Article  Google Scholar 

  • Elkin, M., Sullivan, A., & Bers, M. U. (2016). Programming with KIBO robotics kit in preschool clasrooms. Computers in the Schools, 33(3), 169–186. https://doi.org/10.1080/07380569.2016.1216251

    Article  Google Scholar 

  • Ergül, A. (2014). Erken matematiksel akıl yürütme becerileri değerlendirme aracı geliştirilmesi. Unpublished master thesis. Hacettepe University Health Sciences Institute.

  • Ergül, A., & Artan, S. (2015). Erken matematiksel akıl yürütme becerilerinin incelenmesi. Kuramsal Eğitimbilim Dergisi, 8(4), 454–485. https://doi.org/10.5578/keg.8984

    Article  Google Scholar 

  • Fessakis, G., Gouli, E., & Mavroudi, E. (2013). Problem solving by 5–6 sources old kindergarten children in a computer programming environment: A case study. Computers & Education, 63, 87–97. https://doi.org/10.1016/j.compedu.2012.11.016

    Article  Google Scholar 

  • Feurzeig, W., & Papert, S. A. (2011). Programming- languages as a conceptual framework for teaching mathematics. Interactive Learning Environments, 19(5), 487–501. https://doi.org/10.1080/10494820903520040

    Article  Google Scholar 

  • Flannery, L.P., Kazakoff, E.R., Bontá, P., Silverman, B., Bers, M.U., & Resnick, M. (2013). Designing ScratchJr: Support for early childhood learning through computer programming: Proceedings of the 12th International Conference on Interaction Design and Children (IDC ‘13) (pp. 1–10). ACM. https://doi.org/10.1145/2485760.2485785.

  • Flórez, F. B., Casallas, R., Hernández, M., Reyes, A., Restrepo, S., & Danies, G. (2017). Changing a generation's way of thinking: Teaching computational thinkingthrough programming. Review of Educational Research, 87(4), 834–860. https://doi.org/10.3102/0034654317710096

    Article  Google Scholar 

  • Geist, E. (2016). Robots, programming and coding, oh my! Childhood Education, 92, 298–304. https://doi.org/10.1080/00094056.2016.1208008

    Article  Google Scholar 

  • George, D., & Mallery, P. (2013). SPSS for windows step by step: A simple guide for reference 11.0 update (4th ed.). Allyn & Bacon.

    Google Scholar 

  • Gökbulut, B. (2019). Robotik kodlama hizmetiçi eğitimleri. 3. Uluslararası Eğitim ve Değerler Sempozyumu Bildiri Tam Metinleri Sempozyum E-Kitabı in (pp.103-110).

  • González-González, C. S., Guzmán-Franco, M. D., & Infante-Moro, A. (2019). Tangible technologies for childhood education: A systematic review. Sustainability, 11(10), 2910. https://doi.org/10.3390/su11102910

    Article  Google Scholar 

  • Güven, S., & Topbaş, S. (2014). Adaptation of the test of early language development third edition (TELD-3) into Turkish: Reliability and validity study. International Journal of Early Childhood Special Education, 6(2), 151–176. https://doi.org/10.20489/intjecse.62795

    Article  Google Scholar 

  • Harel, I., & Papert, S. (Eds.). (1991). Constructionism. Ablex Publishing.

    Google Scholar 

  • Horn, M. S., Crouser, R. J., & Bers, M. U. (2011). Tangible interaction and learning: The case for a hybrid approach. Personal and Ubiquitous Computing, 16(4), 379–389. https://doi.org/10.1007/s00779-011-0404-2

    Article  Google Scholar 

  • Hresko, W. P., Reid, D. K., & Hammill, D.D. (1999). Test of early language development (TELD) Third Edition. PRO-ED.

  • Ivrendi, A. (2011). Influence of self-regulation on the development of children’s number sense. Early Childhood Education Journal, 39(4), 239–247.

    Article  Google Scholar 

  • Kalelioğlu, F. (2015). A new way of teaching programming skills to K-12 students: Code. org. Computers in Human Behavior, 52, 200–210. https://doi.org/10.1016/j.chb.2015.05.047

    Article  Google Scholar 

  • Kalogiannakis, M., & Papadakis, S. (2017). Pre-service kindergarten teachers acceptance of “ScratchJr” as a tool for learning and teaching computational thinking and science education. Proceedings of the 12th Conference of the European Science Education Research Association (ESERA), Research, Practice and Collaboration in Science Education, Dublin City University and the University of Limerick, Dublin, Ireland, 21–25 August 2017.

  • Kazakoff, E.R. (2014). Cats in space, pigs that race: Does self-regulation play a role when kindergartners learn to code? Unpublished Doctoral Dissertation. Tufts University Child Development, Boston Ave: Medford, USA. Retrieved February 11, 2018, from http://ase.tufts.edu/DevTech/resources/Theses/EKazakoff_2014.pdf

  • Kazakoff, E.R., & Bers, M.U. (2014). Put your robot in, put your robot out: Sequencing through programming robots in early childhood. Journal of Educational Computing Research, 50(4), 553–573. Retrieved February 11, 2018, from https://sites.tufts.edu/devtech/files/2018/02/Kazakoff-Put-Your-Robot-In.pdf

  • Kazakoff, E. R., Sullivan, A., & Bers, M. U. (2013). The effect of a classroom-based intensive robotics and programming workshop on sequencing ability in early childhood. Early Childhood Education Journal, 41(4), 245–255. https://doi.org/10.1007/s10643-012-0554-5

    Article  Google Scholar 

  • Koç, A. (2019). Okul öncesi ve temel fen eğitiminde robotik destekli ve basit malzemelerle yapılan STEM uygulamalarının karşılaştırılması Unpublished master thesis. Erciyes University Institute of Educational Sciences.

  • Lee, J. (2019). Coding in early childhood. Contemporary Issues in Early Childhood, 146394911984654, 1–4. https://doi.org/10.1177/1463949119846541

    Article  Google Scholar 

  • Lee, J., & Junoh, J. (2019). Implementing unplugged coding activities in early childhood classrooms. Early Childhood Education Journal, 47, 709–716. https://doi.org/10.1007/s10643-019-00967-z

    Article  Google Scholar 

  • Lee, K., Sullivan, A., & Bers, M. U. (2013). Collaboration by design: Using robotics to foster social interaction in kindergarten. Computers in the Schools, 30(3), 271–281. https://doi.org/10.1080/07380569.2013.805676

    Article  Google Scholar 

  • McLennan, D.P. (2017). Creating coding stories and games. Teaching Young Children, 10(3). Retrieved December 25, 2021 from: https://www.naeyc.org/resources/pubs/tyc/feb2017/creating-coding-stories-and-games

  • Metin, S. (2020). Activity-based unplugged coding during the preschool period. International Journal of Technology and Design Education, 1-17. https://doi.org/10.1007/s10798-020-09616-8.

  • Ministry of. National Education [MoNE] (2017). Retrieved January 01, 2019 from: http://www.meb.gov.tr/eba8217da-8220dusun-tasarla-kodla8221/haber/14309/tr#.

  • NAEYC (2022). Technology and young children: online resources and position statement. https://www.naeyc.org/resources/topics/technology-and-media/resources

  • NAEYC & Fred Rogers Center for Early Learning and Children’s Media (2012). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. Joint position statement. Washington, DC: NAEYC. Latrobe, PA: Fred Rogers Center for Early Learning at Saint Vincent College. Retrieved January 02, 2018 from: https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/topics/PS_technology_WEB.pdf

  • Newsroom (2018). Retrieved December 15, 2020 from: https://www.morningfuture.com/en/article/2018/03/26/estonia-school-coding-social-mobility/261/

  • Oğuz, V. (2012). Proje yaklaşımının anasınıfına devam eden çocukların problem çözme becerilerine etkisinin incelenmesi. [A study on the effects of the project approach on the problem solving of children attending preschool]. Unpublished master thesis. Ankara University Institute of Educational Science.

  • Oğuz, V., & Köksal-Akyol, A. (2015). Problem çözme becerisi ölçeği (PÇBÖ) geçerlik ve güvenirlik çalışması. [Problem-Solving Skills Scale (PSSS) Validity and Reliability]. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 44(1), 105–122.

    Google Scholar 

  • Outhwaite, L. A., Faulder, M., Gulliford, A., & Pitchford, N. J. (2019). Raising early achievement in math with interactive apps: A randomized control trial. Journal of Educational Psychology, 111(2), 284–298. https://doi.org/10.1037/edu0000286

    Article  Google Scholar 

  • Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2016). Developing fundamental programming concepts and computational thinking with ScratchJr in preschool education: A case study. International Journal of Mobile Learning and Organisation, 10(3), 187–202. https://doi.org/10.1504/IJMLO.2016.077867

    Article  Google Scholar 

  • Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2018a). Educational apps from the android Google play for Greek pre-schoolers: A systematic review. Computer and Education, 116, 139–160. https://doi.org/10.1016/j.compedu.2017.09.007

    Article  Google Scholar 

  • Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2018b). The effectiveness of computer and tablet assisted intervention in early childhood students’ understanding of numbers: An empirical study conducted in Greece. Education and Information Technologies, 23(5), 1849–1871. Retrieved May 17, 2021 from: https://www.learntechlib.org/p/191703/

  • Papert, S. (1980). Mind storming: Kids, computers and strong ideas. Basic Books.

    Google Scholar 

  • Pardamean, B. (2014). Enhancement of creativity through logo programming. American Journal of Applied Sciences, 11(4), 528–533 https://doi:10.3844/ajassp.2014.528.533

    Article  Google Scholar 

  • Park, G. A. (2011). Review of current status and directon of education of robot and educational materials in elementary schools. Journal of Korean Practical Arts Education, 24(3), 323–343.

    Google Scholar 

  • Patel, F. (2019). Coding is the future of the British education system. Retrieved December 25, 2020 from: https://theboar.org/2019/01/coding-british-education-skills/

  • Piaget, J. (1953). The origins of intelligence in a child. Routledge and Kegan Paul.

    Google Scholar 

  • Ponitz, C. C., McClelland, M. M., Jewkes, A. M., Connor, C. M., Farris, C. L., & Morrison, F. J. (2008). Touch your toes! Developing a direct measure of behavioral regulation in early childhood. Early Childhood Research Quarterly, 43, 141–158.

    Article  Google Scholar 

  • Resnick, M. (1996). Beyond the centralized mindset. Journal of Learning Sciences, 5(1), 1–22.

    Article  MathSciNet  Google Scholar 

  • Resnick, M. (2003). Playful learning and creative societies. Education Update, 8(6). Retrived April 03, 2018 from: http://web.media.mit.edu/wmres/papers/education-update.pdf

  • Resnick, M. (2019). Yaşam boyu anaokulu. [Lifelong kindergarten]. G. Sert, B. Çetin & C. Aşkın (Eds.). Aba Yayın.

  • Robogarden (2020). Retrived February 03, 2021 from: https://robogarden.medium.com/6-countries-implementing-coding-in-education-2b7557f309b5

  • Roussou, E., & Rangoussi, M. (2020). On the use of robotics for the development of computational thinking in kindergarten: Educational intervention and evaluation. In M. Merdan, W. Lepuschitz, G. Koppensteiner, R. Balogh, & D. Obdržálek (Eds.), Robotics in Education. RiE 2019. Advances in intelligent systems and computing, 1023. Springer. https://doi.org/10.1007/978-3-030-26945-6_3

    Chapter  Google Scholar 

  • Savard, A., & Highfield, K. (2015). Teachers’ talk about robotics: Where is the mathematics? In: Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia. Retrieved March 10, 2018, from https://www.merga.net.au/documents/RP2015-60.pdf

  • Saxena, A., Lo, C. K., Hew, K. F., & Wai-Wong, G. K. (2020). Designing unplugged and plugged activities to cultivate computational thinking: An exploratory study in early childhood education. Asia-Pacific Education Research, 29, 55–66. https://doi.org/10.1007/s40299-019-00478-w

    Article  Google Scholar 

  • Sayın, Z. (2020). Öğretmenlerin Kodlama Eğitiminde Eğilimlerinin Belirlenmesi. Journal of Instructional Technologies and Teacher Education, 9(1), 52–64. Retrieved January 05, 2021 from: https://dergipark.org.tr/en/pub/jitte/issue/55183/670696

  • Schacter, J., & Jo, B. (2017). Improving preschoolers’ mathematics achievement with tablets: A randomized controlled trial. Mathematics Education Research Journal, 29, 313–327. https://doi.org/10.1007/s13394-017-0203-9

    Article  Google Scholar 

  • Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Mifflin and Company.

    Google Scholar 

  • Siper-Kabadayı, G. (2019). Robotik uygulamalarının okul öncesi çocukların yaratıcı düşünme becerileri üzerine etkisi. Unpublished master thesis. Hacettepe University Institute of Educational Sciences.

  • Strawhacker, A., & Bers, M. U. (2019). What they learn when they learn to code: The study of cognitive domains and computer programming knowledge in young children. Education Technical Research Development, 67, 541–575. https://doi.org/10.1007/s11423-018-9622-x

    Article  Google Scholar 

  • Strawhacker, A., Lee, M., & Bers, M. U. (2018). Teaching tools, teachers’ rules: Exploring the impact of teaching styles on young children’s programming knowledge in ScratchJr. International Journal Technology and Design Education, 28, 347–376. https://doi.org/10.1007/s10798-017-9400-9

    Article  Google Scholar 

  • Sugimoto, M. (2011). A Mobile mixed-reality environment for children’s storytelling using a handheld projector and a robot. IEEE Trans Learning Technologies, 4(3), 249–260. https://doi.org/10.1109/TLT.2011.13

    Article  Google Scholar 

  • Sullivan, F. R. (2017). The creative nature of robotics activity: Design and problem solving. In M. S. Khine (Ed.), Robotics in STEM education: Redesigning the learning experience (pp. 213–230). Springer Press.

    Chapter  Google Scholar 

  • Sullivan, A., & Bers, M. U. (2015). Robotics in the early childhood classroom: Learning outcomes from an 8-week robotics curriculum in pre-kindergarten through second grade. International Journal of Technology and Design Education, 26(1), 3–20. https://doi.org/10.1007/s10798-015-9304-5

    Article  Google Scholar 

  • Sullivan, A., & Bers, M. U. (2018). Dancing robots: Integrating art, music, and robotics in Singapore’s early childhood centers. International Journal of Technology and Design Education, 28, 325–346.

    Article  Google Scholar 

  • Sullivan, A., Kazakoff, E.R., & Bers, M.U. (2013). The wheels on the bot go round and round: Robotics curriculum in pre-kindergarten. Journal of Information Technology Education: Innovations in Practice, 12, 203–219. Retrieved February 12, 2018, from http://www.jite.org/documents/Vol12/JITEv12IIPp203-219Sullivan1257.pdf

  • Tatlısu, M. (2020). Eğitsel robotik uygulamalarda probleme dayalı öğrenmenin ilkokul öğrencilerinin problem çözme becerilerine etkisi. Unpublished master thesis. Bursa Uludağ University Institute of Educational Sciences.

  • Toh, L. P. E., Causo, A., Tzuo, P. W., Chen, I. M., & Yeo, S. H. (2016). A review on the use of robots in education and young children. Educational Technology & Society, 19(2), 148–163.

    Google Scholar 

  • Topbaş, S., & Güven, S. (2011). Test of early language development: Turkish (Teld3: T). Türkçe Erken Dil Gelişimi Testi (TEDİL). Detay Yayıncılık.

    Google Scholar 

  • Torrance, E. P. (1966). Torrance test of creative thinking. technical manual. Princeton: Personnel Press Inc.

  • Turan, S., & Aydoğdu, F. (2020). Effect of coding and robotic education on pre-school children’s skills of scientific process. Education and Information Technologies, 5, 4353–4363. https://doi.org/10.1007/s10639-020-10178-4

    Article  Google Scholar 

  • Uyanık-Balat, G., & Günşen, G. (2017). Okul öncesi dönemde STEM yaklaşımı. The Journal of Academic Social Science, 5(42), 337–348.

    Google Scholar 

  • Wajszczyk, R. (2014). A study of the impact of technology in early education. Unpublished master thesis. Uppsala University.

    Google Scholar 

  • Walsh, C., & Campbell, C. (2018). Introducing coding as a literacy on mobile devices in the early years. In G. Oakley (Ed.), Mobile Technologies in Children’s language and literacy (pp. 51–66). Emerald Publishing.

    Chapter  Google Scholar 

  • Yıldırım, A. (2018). Okul öncesinde yaratıcı problem çözme etkinliklerinin yaratıcılığa etkisi (5 yaş örneği). Unpublished Doctoral Dissertation. Hacettepe University Institute of Educational Sciences, Ankara, Turkey.

Download references

Acknowledgements

This article was produced by the first author’s doctoral dissertation.

Funding

The research leading to these results received funding from Pamukkale University Scientific Research Projects unit under Grant Agreement No 2019EĞBE003.

Author information

Authors and Affiliations

  1. Early Childhood Education Department, Pamukkale University, Denizli, Turkey

    Merve Canbeldek & Nesrin Isikoglu

Authors
  1. Merve Canbeldek
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Nesrin Isikoglu
    View author publications

    You can also search for this author in PubMed Google Scholar

Contributions

All authors contributed to the study conception and design. All authors read and approved the final manuscript.

Corresponding author

Correspondence to Merve Canbeldek.

Ethics declarations

Ethical approval

The reported study complies with the American Psychological Association’s ethical standards in the treatment of participants and was approved by the Social Sciences Research Ethical Review Board of the Pamukkale University, Denizli TURKEY and Ministry of National Education (MoNE) Directorate of Primary Education.

Informed consent

Informed consent was obtained from all participant parents included in the study.

Competing interests/Conflict of interest

The authors declare that we have no conflict of interest.

Additional information

Publisher’s note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Springer Nature or its licensor holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Canbeldek, M., Isikoglu, N. Exploring the effects of “productive children: coding and robotics education program” in early childhood education. Educ Inf Technol 28, 3359–3379 (2023). https://doi.org/10.1007/s10639-022-11315-x

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10639-022-11315-x

Keywords

Search

Navigation