1. Spinning Sculpture Project
Kindergartener's
interactions with
robots

2. Setting the mood…..
Using familiar pattern of fairy-tale stories to set the stage for imaginative play
The kids were extremely attentive during the story-telling and were very uninhibited and enthusiastic when we asked for volunteers to demonstrate different spinning/feeling modes
Seemed to have an easy time understanding the speeds as emotions
Loved acting out the different speeds

3. Social aspects
Among the group of girls, initially, the emotion/speed metaphor triggered a discussion of emotions
One girl said “ I want mine to go really really slow because I’m very sad today”
The girl went on to explain that she missed her mother who was away, and other girls shared their emotions and why they would want their sculptures to represent those emotions
Boys were busier with the design aspects
helped one another decide on ideas for patterns of movement

4. Building the sculptures
There were a variety of materials they could choose from (ribbon, straw, pipe cleaners) including stickers with animals and letters
Many children tried to personalize their sculpture – especially when they could find letters that corresponded to their names
One boy couldn’t find the letters in his name – only the “U” and “P” letters were left – so his teacher came over and they talked about whether he wanted to say “p –u” or “up” on his sculpture – literacy connection

5. Programming
Programming was enhanced by the addition of the touch and light sensors
Allowed for more tangible control over the different steps in the program
Had little trouble understanding the concepts of the sensors

6. Documenting
Naming
Drawing
Describing

8. Teacher and Parent support
Parents were wonderful in both
groups
Nurturing supportive
Good role models
Teachers were significantly different
Different class dynamic/vibe
One class, teachers were completely involved with the kids at every stage, even though they didn’t really understand the technology – they were willing to learn alongside the kids – thus, they modeled proper learning and problem-solving and encouraged collaboration among the kids
The feeling in this class was very safe. Kids felt very comfortable experimenting with and demonstrating their work

9. Teacher influences
In the other class the teacher’s shied away from the technology aspect, so much so that they were physically separated from the kids as they were working and only returned to help the kids label their sculptures
In this class there was noticeably more tension/frustration from the kids when things got difficult or did not go as they planned
Less cohesion within groups
Were more uncomfortable presenting on their own

10. Students were very proud of their sculptures
Some created stories about the sculptures and their purpose
Many wanted to keep their creations
Very impressed when they shared with one another and placed in the sculpture garden
Very enthusiastic about robotics