This paper presents an experience about the use of robotics in education, carried out in some kindergartens in Liguria (Italy). The proposed activities with robots (IROMEC, the Construction kits Lego ® MindStorms TM, Bee-bot and Lego WeDo are the most common) aim to support and complement the usual ludic activities: to promote in all children, including those with severe disabilities, the achievement of social and communica5on skills, as well as to share a natural predilection for playing. This type of activity requires a structuring of the educational environment, technologically and socially oriented, as a result of an educational project based on a narrative background (accessible and transferable into several languages while playing (in all its forms and possibilities) and in cognitive exercise. The inclusive perspective of the narrative and the play allows children with physical disabili5es and autism to play with companions and to share special moments through the mediation and the relationship with the robot. The experience highlighted the possible affinity with paths of inclusion and use of ICF-CY (WHO, 2007). Our experience has allowed us to evaluate the potential and the limitations of the use of a robot both in a structured environment as well as in rela5on to the instructional design in kindergarten. The robotics allows teachers to get over a commonplace vision of technology deeply related to the computer and consider possible new educational frontiers.

Bambini, robot: esperienze educative di gioco e relazione

TRAVERSO, ANDREA;V. Pennazio
2013

Abstract

This paper presents an experience about the use of robotics in education, carried out in some kindergartens in Liguria (Italy). The proposed activities with robots (IROMEC, the Construction kits Lego ® MindStorms TM, Bee-bot and Lego WeDo are the most common) aim to support and complement the usual ludic activities: to promote in all children, including those with severe disabilities, the achievement of social and communica5on skills, as well as to share a natural predilection for playing. This type of activity requires a structuring of the educational environment, technologically and socially oriented, as a result of an educational project based on a narrative background (accessible and transferable into several languages while playing (in all its forms and possibilities) and in cognitive exercise. The inclusive perspective of the narrative and the play allows children with physical disabili5es and autism to play with companions and to share special moments through the mediation and the relationship with the robot. The experience highlighted the possible affinity with paths of inclusion and use of ICF-CY (WHO, 2007). Our experience has allowed us to evaluate the potential and the limitations of the use of a robot both in a structured environment as well as in rela5on to the instructional design in kindergarten. The robotics allows teachers to get over a commonplace vision of technology deeply related to the computer and consider possible new educational frontiers.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11567/761205
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