New technologies and subjects are increasingly being added to the agenda of children's education for increasingly younger groups. Such advances are also tied to questions of learning and the educational designs that make this possible. This study follows the evolution of context- and age-appropriate designs during a programming robot project for 1-2-year-olds, a novel technology for children and teachers. The study examines learning design phases featuring instructional, guided play, and free play activities and uses mixed-methods techniques to examine several aspects of children's educational interaction. Results show how all three educational designs offer different potentials for children's learning. Teacher scaffolding supports extended programming actions but limits children's exploratory actions, and guiding play increases time on task. Simultaneously, children's free play increases the frequency of simple programming actions and leads to unexpected learning potentials beyond the guided activities. It is discussed how diverse learning experiences can join in programs balancing instructional needs of novel technologies and subjects with early childhood's exploratory and playful modes of learning.

中文翻译：

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超越指导主义/建构主义鸿沟的学习：针对1-2岁儿童的三种学习设计的混合方法探索


新技术和新科目越来越多地被添加到日益年轻群体的儿童教育议程中。这些进步也与学习问题和使之成为可能的教育设计有关。这项研究跟踪了 1-2 岁儿童编程机器人项目中适合环境和年龄的设计的演变，这是一项针对儿童和教师的新技术。该研究考察了以指导、引导游戏和自由游戏活动为特色的学习设计阶段，并使用混合方法技术来考察儿童教育互动的几个方面。结果表明，这三种教育设计如何为儿童的学习提供不同的潜力。教师脚手架支持扩展的编程动作，但限制了儿童的探索性动作，而指导游戏会增加完成任务的时间。同时，孩子们的自由玩耍增加了简单编程动作的频率，并带来超出指导活动的意想不到的学习潜力。讨论了如何将多样化的学习体验加入到项目中，平衡新技术和学科的教学需求与幼儿的探索性和有趣的学习模式。