Promoting Spatial Language and Ability among SLD Children: Can Robot Programming Make a Difference?

Autor/inn/en	Brainin, Einat; Shamir, Adina; Eden, Sigal
Titel	Promoting Spatial Language and Ability among SLD Children: Can Robot Programming Make a Difference?
Quelle	In: Journal of Educational Computing Research, 60 (2022) 7, S.1742-1762 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eden, Sigal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331221083224
Schlagwörter	Spatial Ability; Child Development; Cognitive Development; Preschool Children; Robotics; Intervention; Vocabulary Development; Visualization; Memory; At Risk Students; Kindergarten; Foreign Countries; Nonverbal Ability; Program Effectiveness; Learning Disabilities; Israel; Illinois Test of Psycholinguistic Abilities; Test of Nonverbal Intelligence + Suchen Sie Ihr Suchwort? Räumliches Vorstellungsvermögen; Kindesentwicklung; Kognitive Entwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Robotertechnik; Wortschatzarbeit; Visualisation; Visualisierung; Gedächtnis; Ausland; Learning handicap; Lernbehinderung
Abstract	Spatial language and ability play important roles in children's cognitive development. Spatial ability in kindergarten predicts achievement in reading, math, science, and technology in primary school and therefore constitutes an important skill set in preparation for school entrance. Good spatial thinking skills are required for learning in school. The study's purpose was to examine the contribution of robot programming to an intervention aimed at promoting spatial language (spatial vocabulary) and spatial ability (mental rotation, visual-spatial memory) among preschool children at risk for Specific learning disability (SLD). The sample of 84 preschool children participating in the study was randomly assigned to three groups: (1) intervention group with robot programming, (2) intervention group without robot programming, and (3) a control group. The findings indicate that children exposed to the robot-based intervention exhibited the greatest improvement in spatial vocabulary and mental rotation tests when compared to the children who participated in either the intervention without robot programming or in the control group. No significant differences between the groups were found in post-intervention visual-spatial memory. The findings indicate that robot programming activity contributes unique added value in attempts to foster spatial vocabulary and mental rotation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01