Robotics for Young Children Other Redleaf Press Books by Ann Gadzikowski Creating a Beautiful Mess: Ten Essential Play Experiences for a Joyous Childhood STEM Activities Challenging Exceptionally Bright Children in Early Childhood Classrooms Story Dictation: A Guide for Early Childhood Professionals and Simple Coding Ann Gadzikowski Robotics_int.indd 2 9/1/17 10:13 AM Robotics_int.indd 3 9/1/17 10:13 AM Introduction Simone and the Evil Robot As early childhood professionals, we can learn a lot about how children think by observing their play. Sometimes an observation will reveal what children under- stand about robots. Here’s an example: Simone, age five, and Daniel, age four, are playing together on their preschool playground. The day is cold and windy, but the children are warm, bundled into heavy coats, snow pants, and boots. “You be my puppy, Daniel,” says Simone. “Beep, beep!” replies Daniel, swinging his arms stiffly. “I’m not a puppy. I’m a robot.” Simone says, “You can be a robot puppy.” Daniel plops down onto the frozen grass and crawls on all fours. “Ruff, ruff! Beep, beep!” He shouts, “Ruff, beep, ruff, beep! I’m a robot puppy!” Simone watches him and smiles. “Okay, puppy robot, come here! Come and sit.” Daniel crawls to Simone’s feet. The heavy snow pants slow his movements. This makes his progress seem even more mechanical and robotlike. “Ouch,” says Daniel as his knees bump a stick. “Hurry, puppy. Sit here,” says Simone. “Beep, beep, beep!” Daniel sits on his haunches and looks up at Simone. “Roll over, puppy robot!” Simone commands. Daniel looks at the cold ground covered with sticks and rocks. “No! Beep, beep, no roll over!” “You have to do it,” says Simone. “You’re my robot puppy.” “No,” repeats Daniel, shaking his head. “Then I’ll unplug your battery and turn off your wires,” counters Simone. “So what?” says Daniel. “I’m not that kind of a robot puppy. I’m an evil robot puppy.” He stands up. “I can do whatever I want! I’m going to crash the whole world!” Daniel runs away, laughing. Simone scowls at him, but soon she takes off too, happily following Daniel. The chase is on, and a new game has begun. 1 Robotics_int.indd 1 9/1/17 10:13 AM This observation of Daniel and Simone demonstrates what these children Why Robotics? understand and believe about robots. The children’s pretend play and conversa- If you look around you right now, do you see any robots? You may not be sitting tions show that they both have an interest in robots, as do many young children. next to an evil robot puppy like our young friend Daniel, but you probably are Robots loom large in modern media— in movies, television shows, and digital not far from a programmable electronic device, such as a laptop, tablet, or smart- games. Both children and adults often encounter robot characters in advertising phone. You may also be near a programmable thermostat, an alarm clock, a coffee- and popular culture. maker, or other common household appliance. Robotic devices—in other words, But what specific concepts do Daniel and Simone understand about robots? machines programmed by computer code— are all around us. Robots vacuum Let’s look more closely at what they said and how they played. The interaction floors and assemble cars. They frost cupcakes in factories and see through walls at between Simone and Daniel the robot puppy demonstrates that both children construction sites. Robots can even help doctors perform surgery. understand the concept of commands. People control robots by commands. This We teach children about the weather, about the rain that splashes onto their means that when you tell the robot what to do, the robot will do what you say. At boots and the sun that warms their skin. We teach children about plants and ani- least it’s supposed to! Daniel’s robot puppy was not so obedient, but real working mals, about the seeds that grow into tall trees and the pets that make them smile. robots are programmed to comply with specific commands. We teach children about stories and counting, about letters and numbers, building Simone’s comment “Then I’ll unplug your battery and turn off your wires” a foundation of skills for later success in reading and math. But computer science demonstrates another accurate understanding about robots. She knows that topics, such as coding and robotics, are rarely included in an early childhood cur- robots have a power source. In real life, as well as in pretend play, batteries often riculum. Even in kindergarten through grade twelve, exposure to computer science power robots. is limited (Google Inc. and Gallup Inc. 2016). So why don’t we teach young children The children’s actions and comments in this scenario also demonstrate a com- about machines and computers, about the robots and devices that make their lives mon misunderstanding about robots: robots can defy commands. Daniel pretends safer, easier, and perhaps more interesting and more entertaining? Prior to 2010, that his robot is “evil,” or dangerous. It’s true that robots, or really any electronic when the launch of the Apple iPad heralded a new wave of accessible devices with devices, often frustrate us when they don’t work properly. But robots are machines touch screens and other child- friendly features, we simply didn’t have the tools to made by people and programmed to do what people tell them to do. They are not teach computer science using developmentally appropriate practices. Now we do, monsters. One of our challenges and responsibilities as educators is teaching chil- but most early childhood teachers do not yet have the training, experience, models, dren accurate information and dispelling misconceptions. Robotics activities like and resources to know how to teach tech topics to young children. This book is an the ones in this book will help children develop scientifically accurate understand- effort to change that. Here you’ll find basic explanations so you can understand ings of the advanced technology in the world around them. introductory computer science concepts well enough to engage in conversations The Daniel and Simone scenario also demonstrates how to effectively engage with young children. You’ll also find guidelines and tips for using developmentally young children in science, technology, engineering, and math (STEM) learning: appropriate computer science activities in early childhood classrooms. through play and through stories. The activities in this book will introduce chil- Let’s start from square one. The field of robotics engineering involves two dren to computer science, coding, and robotics concepts using child- centered kinds of work: building robots and programming robots. Building robots requires and play- based experiences that are grounded in developmentally appropriate knowledge of design engineering as well as mechanical and electrical engineering. practices. Programming robots requires knowledge of coding and computer science. These terms and topics— “computer science,” “coding,” “robotics,” “engineering”— can sound intimidating, even to adults. Early childhood educators, especially those 2 INTRODUCTION INTRODUCTION 3 Robotics_int.indd 2 9/1/17 10:13 AM Robotics_int.indd 3 9/1/17 10:13 AM who are baby boomers or members of Generation X, are not always confident them to foundational computer science concepts through play, through games, in their own understanding of computer science terms. Many adults are digital through stories, and maybe even through some teacher- facilitated lessons or immigrants, while the children we teach are often digital natives. A digital immi- demonstrations. grant is someone who grew up without access to personal computers, tablets, and smartphones— someone (like me) who had to learn how to use these tools inten- The Innovation Economy tionally, as an adult. A digital native is someone who never knew a world without these tools. For example, have you ever noticed how some young children today Another important reason for introducing robotics to young children is the urgent will often walk up to an ordinary TV and swipe at the screen with their fingers, as need for innovative and independent thinkers in a technology- and information- if the TV screen were a touch screen? Children born after 2010, the year the iPad driven economy. If the twentieth century was the age of industry, then the twenty- was introduced, often develop expectations and understandings of electronic first century is the age of information. Young children today are growing up in a devices that many of us digital immigrants never consider. And yet we still have a time when any question they can think up will have a thousand answers on the responsibility, as educators, to prepare children to be successful in the twenty- first- web. Our responsibility as educators is to help them make sense of all this informa- century world in which they live, even if this task challenges us to learn something tion. We must teach them how to think critically about the sources of information, new ourselves. how to choose what information is important and true, and how to make good Rest assured that we can teach young children about robotics using the same use of the information they have. As Alison Gopnik argues in her New York Times developmentally appropriate methods and practices we use to teach children opinion piece “What Babies Know about Physics and Foreign Languages,” the chal- about other subjects. Keep in mind that we are building the foundation for later lenges children will face in the future will require a creative learning process that learning. It’s a foundation of skills and experiences that children can use later, for sparks curiosity and innovation rather than a traditional teacher- directed learning more advanced studies of computer science and design engineering.