Thematische Bibliographien / Children's programming languages

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  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte

Auswahl der wissenschaftlichen Literatur zum Thema „Children's programming languages“

Autor: Grafiati
Veröffentlicht am 28. Juni 2021
Zuletzt aktualisiert am 7. Februar 2022

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Zeitschriftenartikel zum Thema "Children's programming languages"

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Seidman, Robert H. „Computer Programming and Logical Reasoning: Unintended Cognitive Effects“. Journal of Educational Technology Systems 18, Nr. 2 (Dezember 1989): 123–41. http://dx.doi.org/10.2190/myuy-g56t-226t-pvt0.

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Recent research results having to do with explicit instruction in computer programming and cognitive skills indicate an increased emphasis upon the structure of the learning environment surrounding programming languages. A new research direction concerned with transfer effects due to environmental aspects of programming instruction is emerging. A conceptual analysis of the syntax and semantics of the IF-THEN [ELSE] conditional command is presented which suggests that mastering a procedural language itself (independent of environment) might have unintended, indirect, and potentially negative effects upon fundamental intellectual skills. Research is reported which suggests that there are unintended side-effects upon childrens' conditional reasoning ability due to learning a procedural computer programming language.
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Han, Ji-won, und Younchul Choi. „Children’s Experience Using Programming Language during Software Activities“. Korean Association For Learner-Centered Curriculum And Instruction 19, Nr. 10 (30.05.2019): 713–34. http://dx.doi.org/10.22251/jlcci.2019.19.10.713.

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Ceroni, Anna, Kathleen McTiernan und Francesca La Morgia. „The Vocabulary Richness of Children’s Television in Ireland: A Cross-generational Comparison“. TEANGA, the Journal of the Irish Association for Applied Linguistics 25 (19.11.2018): 138–53. http://dx.doi.org/10.35903/teanga.v25i0.60.

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This research investigates whether the vocabulary richness of children’s programming has changed over one generation, and therefore compares the programmes offered in 1992 to those offered in 2017. Three hours of programming were sourced, transcribed and coded using the Computerised Language Analysis (CLAN) software (MacWhinney, 1984). CLAN is a language analysis software originally developed for the purpose of analysing child language which allows for the detailed transcription and analysis of linguistic data, including statistical measures of lexical diversity (Pye & MacWhinney, 1994). The total words, words per minute, vocabulary diversity, total object, action, attribute and affective-state words as well as the total object, action, attribute and affective-state words spoken in the presence of a referent were calculated and compared for the programming. The vocabulary richness of children’s television has decreased over time. The number of words spoken in the presence of referents in the programming has increased over time, with this increase being significant for action and attribute words. This pattern of findings reflects a trend in children’s television towards the production of programmes of reduced lexical complexity which may facilitate children’s word learning.
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Weng, Xiaojing, Haoran Xie und Gary Ka Wai Wong. „Guiding principles of visual-based programming for children's language learning“. International Journal of Services and Standards 12, Nr. 3/4 (2018): 275. http://dx.doi.org/10.1504/ijss.2018.10021932.

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Weng, Xiaojing, Haoran Xie und Gary Ka Wai Wong. „Guiding principles of visual-based programming for children's language learning“. International Journal of Services and Standards 12, Nr. 3/4 (2018): 275. http://dx.doi.org/10.1504/ijss.2018.100223.

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Moses, Annie M., und Nell K. Duke. „Portrayals of Print Literacy in Children's Television Programming“. Journal of Literacy Research 40, Nr. 3 (Juli 2008): 251–89. http://dx.doi.org/10.1080/10862960802502121.

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Wilson, Barbara J., Stacy L. Smith, W. James Potter, Dale Kunkel, Daniel Linz, Carolyn M. Colvin und Edward Donnerstein. „Violence in Children's Television Programming: Assessing the Risks“. Journal of Communication 52, Nr. 1 (01.01.2002): 5–35. http://dx.doi.org/10.1111/j.1460-2466.2002.tb02531.x.

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Bushman, Bobbie. „Every? Child Ready to Read: A Model of Successful Programming for Deaf Children“. Children and Libraries 18, Nr. 3 (25.09.2020): 11. http://dx.doi.org/10.5860/cal.18.3.11.

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Miller, Gloria E., und Catherine Emihovich. „The Effects of Mediated Programming Instruction on Preschool Children's Self-Monitoring“. Journal of Educational Computing Research 2, Nr. 3 (August 1986): 283–97. http://dx.doi.org/10.2190/cemm-lqhl-xn6d-1u15.

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The effects of mediated Logo programming lessons on preschool childrens' comprehension monitoring was investigated in this study. Fourteen children of similar language ability, sex, and SES level were randomly assigned to either a Logo programming or a CAI control group. Logo students were presented eleven programming lessons during a three-week period. The CAI control students were exposed to computer games designed to teach prereading and math skills during the same time period. All children were taught individually or in pairs. Childrens' ability to detect embedded errors during a referential communication task was significantly greater after Logo training than after the CAI control training. Marginally significant posttest facilitation was evidenced on several other monitoring indexes for the Logo students. The importance of teacher mediation in computer programming instruction is emphasized in the discussion.
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WILSON, BARBARA J. „Children's Reactions to Dreams Conveyed in Mass Media Programming“. Communication Research 18, Nr. 3 (Juni 1991): 283–305. http://dx.doi.org/10.1177/009365091018003001.

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Dissertationen zum Thema "Children's programming languages"

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Hardie, Michael John. „Logo meets KidPix : a programming language for children“. Thesis, University of Canterbury. Computer Science, 1994. http://hdl.handle.net/10092/9418.

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The use of computers has changed as a result of the shift in emphasis from centralised computer systems to the personal computer. Users are no longer dependent on someone else to supply their information needs, as they can retrieve the information themselves. Rather than making programming a redundant skill, this has meant that more people require programming skills, albeit at a lower level. The personal computer can now be found in many homes, but its use is mainly for the playing of games, rather than using it to learn the fundamentals of programming-sequencing, selection, and iteration. In order to get children interested in learning the concepts of programming, a skill that can be used in later life, an environment needs to be created in which not only are these skills learnt, but the user has fun learning them. This thesis introduces sLogo, an icon driven turtle graphics programming environment that incorporates sound and animation to provide an exciting environment in which to program. Within sLogo, direct manipulation is used to insert and delete commands, control execution, and to create procedures and repeat statements. Audio feedback is given on all mouse operations, and turtle movement. Rather than just watching the turtle move across the screen, the user gets to hear it as it zooms along and turns its corners. We describe some of the problems that children have been observed having when using Logo, and some suggested solutions of those problem. We describe various computer environments designed for use by children are examined, such as KidPix, a drawing program that uses audio feedback, and LogoMation, a Logo-like programming language that supports the use of colour, sound, and animation. The design of sLogo is discussed, and the techniques used to correct some of the problems in Logo when used by young children. SLogo was tested by twenty seven 12- and 8-yearold children from a local primary school. Their use of sLogo, and the observations from this testing are recorded.
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Munden, Gilliad E. „Concurrency Issues in Programmable Brick Languages“. Fogler Library, University of Maine, 2000. http://www.library.umaine.edu/theses/pdf/MundenGE2000.pdf.

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Vaikakul, Savalai 1976. „The linguistic exploration of children : playing with language through computer programming“. Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/62940.

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Thesis (S.M.)--Massachusetts Institute of Technology, Program in Media Arts & Sciences, 1999.
Includes bibliographical references (leaf 49).
Children's intuitions about the grammar of their language are resources which children can use to leverage understanding of formal grammatical concepts. In this thesis, I demonstrate how the Logo programming environment can be used to encourage and support children's intuitive explorations in the domain of formal linguistics. Computer programming was used to create a meaningful context in which formal grammatical concepts were introduced to children through the engagement and mobilization of their linguistic intuitions. To initially engage and mobilize children's linguistic intuitions, I made a computer program in which children could play at using their intuitions about the English language to figure out the basis of a turtle character's linguistic judgments. In the context of working to understand how my program was made, children arrived at a meaningful understanding of the formal linguistic concepts I had used to construct my computer program. Furthermore, children personally appropriated the formal linguistic concepts for the purpose of modifying my original program and making their own computer programs about language.
by Savalai Vaikakul.
S.M.
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Johnson, Earl E. „Considerations for Programming Hearing Aids for Children“. Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1745.

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Romo, Carlo André. „Gender stereotypes in Spanish language television programming for children in the United States“. To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Hjorth, Maria. „Strengths and weaknesses of a visual programming language in a learning context with children“. Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-209241.

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In a world where computers are a part of most people's everyday life, learning how to instruct one to perform time consumingand/or complex tasks is beneficial. Visual programming languages aim to make the experience for people programmingcomputers the best it can be by bypassing some of the issues of syntax and translation from mental plan to executable program. However, text-based languages come out on top when it comes to the programming languages most used. This paper aims at finding the strengths and weaknesses of teaching a visual programming language to novices in order to contribute to the otherwise lacking empirical evidence within the field of teaching computer programming. The methods used in order to collect data and answer the research question took inspiration from methods used in ethnomethodology. These methods were: observation through participation within a group of programming novices and semi-structured interviews with programming tutors. What can be seen from the study is that visual programming languages offer a quick introduction to the world of programming that in many ways plays down the difficulties within the area by making programming playful and creative. On the other hand, the boundaries of the language are quickly reached and require the students to switch to a text based language. Also, the visual programming language did not help the students learn how to plan and troubleshoot theirprograms. When progressing to a text-based programming language where planning and troubleshooting are required steps ofthe process this may become troublesome.
I en värld där datorer är en del av människors vardag är det fördelaktigt att lära sig att instruera datorer att utföra tidskrävandeoch/eller komplexa uppgifter. Visuella programmeringsspråk syftar till att göra upplevelsen för personer som programmerar så bra som möjligt genom att minska fokuset på syntax och översättning från mental plan till körbart program. Men de mest använda programmeringsspråken är idag de textbaserade språken och inte de visuella. Denna uppsats syftar till att hitta styrkor och svagheter i att lära ut ett visuellt programmeringsspråk för nybörjare för att bidra till bristen på empiriska bevis inom området datorprogrammeringsundervisning. De metoder som användes för att samla data och svara på forskningsfrågantog inspiration från metoder som används inom ethnomethodologi. Dessa metoder var: observation genom deltagande i engrupp av programmeringsnybörjare samt halvstrukturerade intervjuer med programmeringshandledare. Vad som kan konstaterats från resultatet samt diskussionen är att visuella programmeringsspråk erbjuder en snabb introduktion till programmeringsvärlden och på många sätt avdramatiserar området genom att göra programmeringen lekfull och kreativ. Negativa aspekter av att använda visuella programmeringsspråk är å andra sidan att gränserna för språket snabbt nås och kräver att studenterna byter till t.ex. ett textbaserat språk. Det visuella programmeringsspråket hjälpte inte heller eleverna att lära sig att planera och felsöka sina program. När man går vidare till ett textbaserat programmeringsspråk där planering och felsökning krävs steg i processen kan det bli besvärligt.
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Curiel, Emily Sharon Levy. „Programming for Generative Receptive Language in Young Children with Autism Spectrum Disorder: A Matrix Training Approach“. The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1436725324.

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Ng, Hok-ling. „The effect of cooperative LOGO programming environment on the interaction between hearing impaired students /“. Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14724649.

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Berardi, Emily Marie. „A Model of Children's Acquisition of Grammatical Word Categories from Adult Language Input Using an Adaption and Selection Algorithm“. BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6198.

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Previous models of language acquisition have had partial success describing the processes that children use to acquire knowledge of the grammatical categories of their native language. The present study used a computer model based on the evolutionary principles of adaptation and selection to gain further insight into children's acquisition of grammatical categories. Transcribed language samples of eight parents or caregivers each conversing with their own child served as the input corpora for the model. The model was tested on each child's language corpus three times: two fixed mutation rates as well as a progressively decreasing mutation rate, which allowed less adaptation over time, were examined. The output data were evaluated by measuring the computer model's ability to correctly identify the grammatical categories in 500 utterances from the language corpus of each child. The model's performance ranged between 78 and 88 percent correct; the highest performance overall was found for a corpus using the progressively decreasing mutation rate, but overall no clear pattern relative to mutation rate was found.
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Young, Teresa. „A Model of Children's Acquisition of Grammatical Word Categories Using an Adaptation and Selection Algorithm“. BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4148.

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Most children who follow a typical developmental timeline learn the grammatical categories of words in their native language by the time they enter school. Researchers have worked to provide a number of explicit, testable models or algorithms in an attempt to model this language development. These models or algorithms have met with some varying success in terms of determining grammatical word categories from the transcripts of adult input to children. A new model of grammatical category acquisition involving an application of evolutionary computing algorithms may provide further understanding in this area. This model implements aspects of evolutionary biology, such as variation, adaptive change, self-regulation, and inheritance. The current thesis applies this model to six English language corpora. The model created dictionaries based on the words in each corpus and matched the words with their grammatical tags. The dictionaries evolved over 5,000 generations. Four different mutation rates were used in creating offspring dictionaries. The accuracy achieved by the model in correctly matching words with tags reached 90%. Considering this success, further research involving an evolutionary model appears warranted.
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Bücher zum Thema "Children's programming languages"

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White, Elizabeth. The emotional content of language in children's television programming. Sudbury, Ont: Laurentian University, Department of Psychology, 1987.

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Dietzel-Glair, Julie. Get real with storytime: 52 weeks of early literacy programming with nonfiction and poetry. Santa Barbara, CA: Libraries Unlimited, an imprint of ABC-CLIO, LLC, 2016.

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Naidoo, Jamie Campbell. Diversity programming for digital youth: Promoting cultural competence in the children's library. Santa Barbara, California: Libraries Unlimited, An Imprint of ABC-CLIO, LLC, 2014.

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Nelson, Jennifer. Technology and literacy: 21st century library programming for children and teens. Chicago: American Library Association, 2012.

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Carter, Sande, Hrsg. Hello world!: Computer programming for kids and other beginners. Greenwich, Conn: Manning, 2009.

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Plata, Maximino. Assessment, placement, and programming of bilingual exceptional pupils: A practical approach. Reston, Va: ERIC Clearinghouse on Handicapped and Gifted Children, Council for Exceptional Children, 1988.

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Hello Raspberry Pi!: Python programming for kids and other beginners. Shelter Island, NY: Manning Publications Co., 2016.

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Cohen, Rina. The effects on young children of learning turtle geometry programming through the use of Logo Microworlds. [Toronto]: Ontario Institute for Studies in Education, 1987.

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Richards, Roy Martin. Microcomputing in COBOL: Structured interactive applications. Chicago: Science Research Associates, 1987.

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Minds in play: Computer game design as a context for children's learning. Hillsdale, N.J: L. Erlbaum Associates, 1995.

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Buchteile zum Thema "Children's programming languages"

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Kobayashi, Ikuo, Koichi Furukawa, Tomonobu Ozaki und Mutsumi Imai. „A Computational Model for Children’s Language Acquisition Using Inductive Logic Programming“. In Progress in Discovery Science, 140–55. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-45884-0_7.

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Alepis, Efthimios. „AFOL: Towards a New Intelligent Interactive Programming Language for Children“. In Intelligent Interactive Multimedia Systems and Services, 199–208. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22158-3_20.

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Redžepi, Sukejna, Belma Muftić, Vanja Piljak, Nermina Žiga und Mirza Dedić. „Implementing the Calculation of the Appropriate Drug Dose for Children Using the Programming Language C#“. In IFMBE Proceedings, 705–11. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17971-7_105.

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Sullivan, Amanda, und Marina Umaschi Bers. „Computational Thinking and Young Children“. In Advances in Early Childhood and K-12 Education, 123–37. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3200-2.ch007.

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Over the past few years, new approaches to introducing young children to computational thinking have grown in popularity. This chapter examines the role that user interfaces have on children's mastery of computational thinking concepts, programming ability, and positive interpersonal behaviors. It presents two technologies designed specifically for young children: the KIBO robotics kit and the ScratchJr programming application, both of which focus on teaching young children introductory computational thinking skills in a cognitively and socio-emotionally developmentally appropriate way. The KIBO robotics kit engages children in learning programming by using tangible wooden blocks (no screens or keyboards required). ScratchJr also teaches foundational programming, but using a graphical language on a tablet device. This chapter presents examples of how each tool can be used in classroom settings and the potential benefits and drawbacks of each interface style. Suggestions for implementing each technology in a developmentally appropriate way are presented.
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Sullivan, Amanda, und Marina Umaschi Bers. „Computational Thinking and Young Children“. In Early Childhood Development, 877–91. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch043.

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Over the past few years, new approaches to introducing young children to computational thinking have grown in popularity. This chapter examines the role that user interfaces have on children's mastery of computational thinking concepts, programming ability, and positive interpersonal behaviors. It presents two technologies designed specifically for young children: the KIBO robotics kit and the ScratchJr programming application, both of which focus on teaching young children introductory computational thinking skills in a cognitively and socio-emotionally developmentally appropriate way. The KIBO robotics kit engages children in learning programming by using tangible wooden blocks (no screens or keyboards required). ScratchJr also teaches foundational programming, but using a graphical language on a tablet device. This chapter presents examples of how each tool can be used in classroom settings and the potential benefits and drawbacks of each interface style. Suggestions for implementing each technology in a developmentally appropriate way are presented.
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Brzózka, Aleksander. „Przetłumacz mi książeczkę. Kilka słów o przekładzie literatury dziecięcej i młodzieżowej tylko dla dorosłych“. In Beyond Language, 300–322. Æ Academic, 2018. http://dx.doi.org/10.52769/bl1.0014.abrz.

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The following article focuses on ideology and power relations involved in the act of translating children’s literature. It is proposed that discussions within the theory of CLTS be shifted away from questions of how to produce better translations by avoiding manipulation to focusing on how manipulation and ideology work in translated texts for children. A series of fourteen Polish translations of Mark Twain’s Adventures of Tom Sawyer is used to show the influence that the translator’s ideosomatic and idiosomatic programming has on handling offensive and religious expressions. The extensive data collected allows for a detailed synchronic and diachronic analysis, which proves that although vocabulary considered inappropriate varies relative to both ideological and individual aspects, not a single translation avoids some degree of manipulation; reflecting both contemporary ideology and personal attitude.
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Granone, Francesca, und Elin Kirsti Lie Reikerås. „Preschoolers Learning by Playing with Technology“. In Education in Childhood [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.97791.

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In an evolving world, where both adults and children continuously have to adapt to different and unexpected situations, the need to develop strong problem-solving skills from early years is evident. In addition, recent events such as COVID-19 that have led schools to close have highlighted the parent’s role in supporting learning. Technology should be considered a useful tool for communication and learning, both in-home and in preschool. A possible approach to enhance problem-solving skills is to play with technological devices together. This chapter results from a series of considerations on playful programming-based home learning experiences with tactile elements for preschool children. The text presents a qualitative analysis of children’s learning of problem-solving skills enhanced by this activity as well as mathematics and language. The children use the device as part of their free play. In the state of this play, the children in our examples show happiness and a form of flow that can remind of what is found in mindfulness. The findings are discussed in light of related theories on play and problem-solving. Some practical advice for teachers and parents on how to set theory into practice is included.
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Ocaña, José Miguel, Elizabeth K. Morales-Urrutia, Diana Pérez-Marín und Silvia Tamayo-Moreno. „How to Create a Pedagogic Conversational Agent for Teaching Computer Science“. In Advanced Online Education and Training Technologies, 114–34. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7010-3.ch007.

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Pedagogic conversational agents are computer applications that can interact with students in natural language. They have been used with satisfactory results on the instruction of several domains. The authors believe that they could also be useful for the instruction of computer science programming. Therefore, in this chapter, the MEDIE methodology is described to explain how to create an agent to teach programming to primary education children and develop their computational thinking. The main steps are to communicate with the teacher team, to validate the interface, and to validate the functionality, practical sessions, and evaluation. The first two steps are covered in this chapter.
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Jonas, Sarah. „After-School and Summer Enrichment Programs“. In Community Schools in Action. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195169591.003.0015.

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Research has demonstrated that nonschool hours provide a powerful opportunity for community-based organizations to help children and schools reach their academic goals. For example, Reginald Clark says, “Youngsters who engage in constructive learning activities outside of school are more likely to excel in school and in life than those who do not. By participating in a well-rounded array of activities, they are able to practice and thoroughly learn skills required for academic success.” Based on this knowledge, The Children’s Aid Society (CAS) aims to integrate after-school and summer enrichment programs with classroom instruction through a model that both supports the school’s academic mission and promotes healthy youth development. The vast majority of students in CAS’s 10 community schools, which are located in New York City, struggle with basic skills; in addition, more than half are Spanish speakers grappling with English as a second language. Their parents, teachers, and principals look to after-school and summer programs to help address their needs. The challenge for CAS is to answer this call in a way that is fun and engaging for children and achievable for program staff. A crucial feature of high-quality after-school programs is balanced programming. In keeping with this concept, CAS after-school programs offer children an array of purely recreational activities (such as sports, dance, and visual and dramatic arts) along with academically enriching curricula that meet children’s developmental needs and align with school standards. However, having strong curricula is only the first step. Critical to program quality has been the creation of a support system that incorporates key members of the school community and ensures that curricula are presented clearly so as to be accessible to a range of staff. Simply being located in a community school does not guarantee that an after-school program will align with the school’s academic goals for children. Rather, we have achieved this by partnering with the principal and lead teachers for program planning, by choosing curricula that support the school’s academic goals for children, and by hiring a lead teacher or staff developer from the school to serve as the after-school education coordinator.
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Bledsoe, Ryan. „Scratch Sampler (Beginner)“. In The Music Technology Cookbook, 311–18. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197523889.003.0051.

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Technology affords musicians of all ages the ability to choose how they interact with sound. In this recipe, children learn how to use the programming language Scratch to create their own musical instrument—a sampler—which they will use to create original music. Designed for students in the elementary grades, this activity includes the following learning outcomes: coding in Scratch, musical decision making, engaging with iterative design processes, creating music with a self-designed instrument, understanding the concept of cause and effect related to sound and a music interface, working in groups, and offering and receiving feedback about the creative process.
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Konferenzberichte zum Thema "Children's programming languages"

1

Harms, Kyle J., Evan Balzuweit, Jason Chen und Caitlin Kelleher. „Learning programming from tutorials and code puzzles: Children's perceptions of value“. In 2016 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC). IEEE, 2016. http://dx.doi.org/10.1109/vlhcc.2016.7739665.

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2

Petković, Tamara, Svetlana Lazarević Petrović und Mioljub Lazarević. „IMPORTANCE OF PROGRAMMING LANGUAGES FOR CHILDREN“. In 2nd International Scientific Conference. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2018. http://dx.doi.org/10.31410/itema.2018.33.

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3

Alglave, Jade, Luc Maranget, Paul E. McKenney, Andrea Parri und Alan Stern. „Frightening Small Children and Disconcerting Grown-ups“. In ASPLOS '18: Architectural Support for Programming Languages and Operating Systems. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3173162.3177156.

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4

Tsukamoto, Hidekuni, Yasuhiro Takemura, Hideo Nagumo, Isamu Ikeda, Akito Monden und Ken-ichi Matsumoto. „Programming education for primary school children using a textual programming language“. In 2015 IEEE Frontiers in Education Conference (FIE). IEEE, 2015. http://dx.doi.org/10.1109/fie.2015.7344187.

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Brown, Sarah Anne, Sharon Lynn Chu und Pengfei Yin. „A Survey of Interface Representations in Visual Programming Language Environments for Children’s Physical Computing Kits“. In IDC '21: Interaction Design and Children. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3459990.3460727.

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6

Gorobets, Elena. „PROGRAMMING, REGULATION AND CONTROL FUNCTIONS IN CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT AND SENSORIMOTOR ALALIA“. In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.2/s11.042.

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7

Fan, Yuning. „An Open-Source Programming Language-Based Interactive Device: Popular Science of the Five Cereals for Children“. In 2021 IEEE 2nd International Conference on Big Data, Artificial Intelligence and Internet of Things Engineering (ICBAIE). IEEE, 2021. http://dx.doi.org/10.1109/icbaie52039.2021.9389899.

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