Perspectives and Shifts of Young Children Playing With Coding Toys

• In Event: Advanced Technology in STEM+C Education

Abstract

This research explores perspective shifts in young children as they are learning to code with coding toys. While past research has focused on syntonic learning and first-person embodiment when learning to program, little is known about young children’s ability to use and shift perspectives from an embodied first-person (egocentric) to a third-person perspective (allocentric). We observed 16 children engaging in two coding tasks. We found that young children do engage in perspective shifts when learning to program coding toys. However, we found that young children do not have a precise coordination system. Thus, we propose two additional shifts, protoegocentric and protoallocentric, to allow us to consider developmental imprecision in children. We use cases to illustrate children’s perspective shifts.

Authors

• Jody E. Clarke-Midura, Utah State University

• Joseph Kozlowski, Utah State University

• Jessica F. Shumway, Utah State University

• Hannah Evans, Utah State University

• Victor R. Lee, Stanford University

• Lise E. Welch, Utah State University