Educational Robotics to Address Behavioral Problems in Early Childhood
Raquel Barragán Sanchéz, Rosalía Romero Tena, Miriam García-López
Abstract
After detecting behavioral problems in an early childhood education classroom and verifying the importance of intervening at early ages, we propose the design of an intervention plan through an educational proposition to modify the problematic behaviors. This proposition is focused on developing standards of conduct through computational thinking using robotics. Firstly, needs were identified; then, an educational proposition was implemented; and, lastly, the results were evaluated. For this study, a mixed methodology (quantitative and qualitative) was used. The instruments selected were observation scale, interview and teacher’s diary. The results show a clear improvement of disruptive behaviors. The technology used contributed to the collaborative resolution of the problem, allowing the students to lead such resolution by stimulating their participation and creativity. Thus, it can be asserted that the development of computational thinking through educational robotics is effective for the improvement of social skills at early ages.