The present chapter describes a new Educational Robotic approach aimed to empower higher cognitive functions at school. As robot programming requires to mentally plan a complex sequence of actions before the motor act, ER may indeed promote several crucial cognitive processes underlying learning. During robot programming, the child has first to set the target to reach, then to sequential think the steps needed to get to the target, verify the goal and eventually reset the plan. All these mental acts may involve Executive Functions, that are complex higher cognitive processes, particularly crucial in the early development, because they are the base for abstraction and logical reasoning, decision-making, sequential thinking, maintaining and updating information in memory and problem-solving. Robot programming may empower Executive Functions not only by improving top-down cognitive control, working memory and inhibition skills but also by placing the child, more than other passive tough technologies, in front of “objects to think with” and in a group setting that may stimulate the use of Executive Functions for social and emotional purposes. Recent studies attempting to attest with a rigorous and scientific approach the effect of ER on Executive functioning in typical and atypical development will be discussed.

Robot Programming to Empower Higher Cognitive Functions in Early Childhood / DiLieto, Maria Chiara, Pecini, Chiara, Castro, Emanuela, Inguaggiato, Emanuela, Cecchi, Francesca, Cioni, Giovanni, Sgandurra, Giuseppina. (2019). Robotic Programming to empower higher Cognitive Functions in Early Childhood. In Linda, D. Smart Learning with Educational Robotics. Using Robots to Scaffold Learning Outcomes, pp. 251-266, Springer Ed.. - ELETTRONICO. - (2019), pp. 251-266.

Robot Programming to Empower Higher Cognitive Functions in Early Childhood

Pecini Chiara;
2019

Abstract

The present chapter describes a new Educational Robotic approach aimed to empower higher cognitive functions at school. As robot programming requires to mentally plan a complex sequence of actions before the motor act, ER may indeed promote several crucial cognitive processes underlying learning. During robot programming, the child has first to set the target to reach, then to sequential think the steps needed to get to the target, verify the goal and eventually reset the plan. All these mental acts may involve Executive Functions, that are complex higher cognitive processes, particularly crucial in the early development, because they are the base for abstraction and logical reasoning, decision-making, sequential thinking, maintaining and updating information in memory and problem-solving. Robot programming may empower Executive Functions not only by improving top-down cognitive control, working memory and inhibition skills but also by placing the child, more than other passive tough technologies, in front of “objects to think with” and in a group setting that may stimulate the use of Executive Functions for social and emotional purposes. Recent studies attempting to attest with a rigorous and scientific approach the effect of ER on Executive functioning in typical and atypical development will be discussed.
2019
978-3-030-19913-5
Smart Learning with Educational Robotics. Using Robots to Scaffold Learning Outcomes.
251
266
Goal 4: Quality education
DiLieto, Maria Chiara, Pecini, Chiara, Castro, Emanuela, Inguaggiato, Emanuela, Cecchi, Francesca, Cioni, Giovanni, Sgandurra, Giuseppina. (2019). Robotic Programming to empower higher Cognitive Functions in Early Childhood. In Linda, D. Smart Learning with Educational Robotics. Using Robots to Scaffold Learning Outcomes, pp. 251-266, Springer Ed.
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Utilizza questo identificatore per citare o creare un link a questa risorsa: https://hdl.handle.net/2158/1159366
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