Abstract
This study aims to analyse the reflections on robotic coding for early childhood and scanned in the Web of Sciences (WOS) database from a developmental perspective. The method of the research is bibliometric research from qualitative research designs. In this context, 70 academic publications scanned in the WOS database within the framework of the criteria determined by the researchers and dealing with robotic coding in early childhood constitute the research data sources. According to the findings obtained, 45 studies were carried out as quantitative, 11 as qualitative, 11 as mixed design, and three as design-based research. The results reveal that the activities carried out with robotic coding contribute to children's cognitive, language and socio-emotional development, as well as their computational thinking skills, collaborative working skills, analytical thinking skills, problem-solving skills and mathematics skills. However, adverse effects such as children's technology literacy and teachers' inadequacies in using robotic coding tools were also observed.
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