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Steve Jobs once said, "You've got to start with the customer experience and work back toward the technology – not the other way around" (Jobs, 2007). This philosophy is particularly relevant in education, especially when addressing the needs of neurodiverse students and their parents, such as those students with ADHD, autism, dyslexia, dyscalculia, sensory-seeking behaviors, selective mutism, or general disinterest in traditional learning methods .
We shouldn't expect a child to decode a complicated math problem or grasp the intricacies of Hamlet right away, much like we wouldn't hand them a complex piece of computer hardware or coding without context. Instead, we should start with engaging and fun aspects that pique the child's interest. Think of a moving and sensing toy robot, an intriguing geometric shape like a Mobius strip, a simulation of the universe in an arcade game, or being Hamlet in the infamous sword fight with Laertes. These engaging tools capture the child's imagination and provide a gateway to learning more complex material.
By putting the child's experience at the forefront, we can create a more inclusive and effective educational environment. This approach not only caters to their individual needs but also fosters a love of learning that can lead to remarkable outcomes. Let's strive to understand and be the child, adapting our methods to their unique ways of experiencing the world.
Continuing from Steve Jobs' philosophy, we can apply this approach to education by designing an engaging robotics and coding program that spans from pre-K through high school. This program, the first of its kind, introduces children to robotics and coding as early as age 3 or 4, allowing them to enter and build upon their skills at any point.
Early Foundations: Sphero Indi, Block Coding with iPads, and Cubelets
Starting with the basics, we use tools like the Sphero Indi, block coding with iPads, and Cubelets. Sphero Indi is designed for early learners to understand basic coding concepts through color-based commands, fostering logical thinking and problem-solving skills by providing immediate, visual feedback to children’s actions (Smith et al., 2022). Block coding with iPads introduces students to programming through a visual, drag-and-drop interface, making coding accessible and fun (Jones & Lee, 2021). Cubelets, modular robots that snap together magnetically, teach students about robotics through hands-on exploration and experimentation (Martin et al., 2020).
These early experiences are crucial in capturing a child's interest. They allow students to see the immediate results of their efforts, which is particularly engaging for young minds. For children with ADHD, these interactive, tactile activities can be especially beneficial. Research has shown that hands-on learning can improve attention and reduce hyperactivity in children with ADHD. The sensory-rich environment of robotics and coding provides the stimulation these children often seek, channeling their energy into productive and educational activities (Harrison et al., 2021; Sarver et al., 2019).
Advanced Exploration: Sphero BOLT, Sphero RVR, and Sphero littleBits
As students progress, they move on to more advanced robotics like the Sphero BOLT, Sphero RVR, and Sphero littleBits. The Sphero BOLT, equipped with advanced sensors and programmable LED lights, allows students to dive deeper into coding and robotics concepts (Brown & Wilson, 2021). The Sphero RVR, a more complex robot, features customizable options and the ability to interface with external hardware, offering a platform for sophisticated projects (Davis & Green, 2022). Sphero littleBits, electronic building blocks that snap together with magnets, enable students to create their own inventions and learn about circuits and programming (White & Roberts, 2020).
These tools help students understand the logic behind robotics and coding. For children with sensory-seeking behaviors, the hands-on nature of robotics provides the sensory input they crave while teaching valuable skills. The interactive and dynamic nature of these programs helps maintain interest and motivation, which is crucial for sustained learning (Miller et al., 2020; Reynolds & Lane, 2020).
Mastery and Innovation: LEGO Mindstorms and REV Robotics EDU
Once students grasp these foundational concepts, they can move on to writing code or building robots with LEGO Mindstorms and REV Robotics EDU. LEGO Mindstorms allows students to build and program robots using LEGO pieces, sensors, and motors, bridging the gap between play and learning. Research indicates that hands-on, playful learning environments can significantly enhance cognitive and social-emotional development in children with ADHD (Zentall, 2020). REV Robotics EDU provides a more advanced platform, enabling students to design and construct their robots from scratch, applying engineering principles and coding skills in practical, real-world scenarios (Krieger et al., 2021).
Children with ADHD and sensory-seeking behaviors benefit greatly from the structured yet flexible learning path that robotics and coding offer. Studies have shown that interactive, hands-on activities can improve focus and engagement in children with ADHD (Zentall, 2020; Krieger et al., 2021). For sensory-seeking children, robotics and coding provide the necessary sensory input. The physical interaction with robots, combined with visual and auditory feedback, caters to their need for sensory stimulation (Dunn & Westman, 2021).
Creating an Inclusive Educational Environment
Incorporating a robotics and coding curriculum that begins in early childhood and extends through high school addresses many of the challenges we face as educators. It provides a structured yet flexible learning path that can adapt to each child's pace and interests. By focusing on the child's experience and leveraging engaging technology, we can create an inclusive educational environment that fosters a love for learning and prepares students for the future.
By putting the child's experience at the forefront and integrating hands-on, interactive tools, we can better address the needs of students with ADHD, sensory-seeking behaviors, and other challenges. This approach not only caters to their individual needs but also fosters a love of learning that can lead to remarkable outcomes. Let's strive to understand and be the child, adapting our methods to their unique ways of experiencing the world.
References
Brown, S., & Wilson, T. (2021). Advancements in Educational Robotics: The Case of Sphero BOLT. Journal of Educational Technology, 45(3), 211-228.
Davis, J., & Green, R. (2022). Integrating Sphero RVR into Middle School STEM Curricula. Technology in Education Quarterly, 32(2), 133-145.
Dunn, W., & Westman, K. (2021). Sensory Processing Interventions in the Classroom. American Journal of Occupational Therapy, 75(5), 540-552.
Harrison, M., et al. (2021). Interactive Learning Environments for Children with ADHD. Educational Psychology Review, 33(4), 863-879.
Jones, A., & Lee, B. (2021). Block Coding and Early Childhood Education. Early Childhood Research Quarterly, 36(1), 45-58.
Krieger, L., et al. (2021). Robotics in Occupational Therapy: Enhancing Sensory Processing in Children with ADHD. Occupational Therapy in Pediatrics, 41(1), 50-66.
Martin, S., et al. (2020). Cubelets and Early Robotics Education. International Journal of STEM Education, 7(1), 33-48.
Miller, L., et al. (2020). Sensory Integration Strategies for Children with Sensory Processing Issues. Journal of Pediatric Therapy, 34(4), 285-299.
Reynolds, C., & Lane, S. (2020). Sensory Integration and Learning in Children with Developmental Disorders. Developmental Neurorehabilitation, 23(2), 89-102.
Sarver, D., et al. (2019). Experiential Learning and ADHD: The Role of Robotics. Journal of Learning Disabilities, 52(3), 203-213.
Smith, J., et al. (2022). Early Coding Education with Sphero Indi. Journal of Early Childhood Education, 40(2), 123-138.
White, K., & Roberts, M. (2020). Sphero littleBits: Bridging Electronics and Creativity. Technology and Engineering Teacher, 79(7), 21-27.
Zentall, S. (2020). Kinesthetic Learning Strategies for Children with ADHD. Journal of Attention Disorders, 24(6), 883-895.
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