[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-601114-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-601114-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","young-childrens-representational-structures-of-robots-behaviors-abstract-and-study-findings","Young Children’s Representational Structures of Robots’ Behaviors - Abstract and Study Findings","","Despite advanced technologies being a significant part of children’s daily surroundings, complex technological systems are largely absent from preschool and elementary curricula. This paper reports a curriculum-embedded study on children aged 5–8, focusing on how they perceive a robot’s adaptive behavior and what representational structures (functioning schemes) they use to understand how behaviors are generated and controlled through programming.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/young-childrens-representational-structures-of-robots-behaviors-abstract-and-study-findings/601114/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/young-childrens-representational-structures-of-robots-behaviors-abstract-and-study-findings/601114.png","ImageObject",300,407,{"name":42,"@type":43},"LangkahRina","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What problem does the paper address in early education?","Question",{"text":63,"@type":64},"The study argues that although sophisticated technologies surround children, the world of complex technological systems is largely ignored in preschool and elementary curricula.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which children and robot-related behaviors does the study investigate?",{"text":68,"@type":64},"It examines children aged 5–8 and their perception of a robot’s adaptive behavior, including the representational structures they use to think about how behaviors are generated and controlled.",{"name":70,"@type":61,"acceptedAnswer":71},"What representational structures do the children use when thinking about the robot’s behavior?",{"text":72,"@type":64},"The paper describes different structures such as one-time episodic representations, scripts that can become reusable routines, and universal or rule-based representations that connect conditions to actions.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},601114,1793115049,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Young Children’s Representational Structures of Robots’ Behaviors  \nDavid Mioduser, Tel Aviv University, Israel  \nAsi Kuperman , Tel Aviv University, Israel  \nAbstract  \nDespite the fact that the sophisticated technologies are a substantial component of children’s everyday environment, of the space within which they act, play and learn-the world of complex technological systems (their characteristics, and the knowledge and skills involved in operating, designing and programming them) is almost ignored in the preschool and elementary school curriculum. The study reported in this paper is part of a research plan embedded in the implementation of a comprehensive curriculum aiming to support the development of technological thinking in kindergartens, including knowledge and skills in areas such as design, the artifacts in our material culture, smart artifacts and robotic systems, or programming. This particular study aimed to address young children’s (aged 5-8) perception of the adaptive behavior of a robot and the representational structures (or functioning schemes) they adopt to think about how its behaviors are generated and controlled. When children think about the robot’s behavior, they may adopt different perspectives that translate into different representational structures,(e.g., one-time episodic representation; a script that can became a reusable routine; a universal representation such as a rule of behavior) . The findings evidence the ability of young children engaged in programming to think in terms of abstract rules and to use these for programming and designing a robot’s behavior.  \nKeywords  \nRobotics, representational structures, kindergarten, programmimg  \nYoung Children’s Representation of Robots’ Behaviors  \nA. (preschooler) says immediately after finishing to program the robot:  \n...I did it nicely. I had an idea. It wasn’t easy. First, I got thinking, then I saw that it didn’t help, then I knew that it would do it all the time and then it would get out of the maze. It’s easy, I thought with the help of the robot suggesting an idea, and then I knew...  \nL. (first grader) adds while looking at the robot traveling on a black strip:  \n... How does it know how to turn around on this thing?? You (meaning the researcher) made it happen with a computer. But how does he know from the computer? The man is so small, so how can he see from the computer? The man inside this car (the robot). A little man, I can’t see it. The man is smaller than a germ. He simply goes and sees what is written on the computer and moves it (the robot) ...  \nThese are just two examples (out of many) of kindergarten and first grade children reflections on a robot’s behavior. A. describes the programming and debugging process, while L. tries to understand what is happening – why the robot behaves in the way it behaves. Both child’s descriptions include anthropomorphic references to the robot. However, L. has difficulty at understanding that the autonomous behavior of the robot results from running code written by a programmer.  \nYoung children are exposed to controlled technological systems from an early age – supermarket doors, programmable toys, smartphones, sophisticated appliances, or control systems embedded in many familiar devices in the environment. Young children play, try out, and learn to operate these systems as part of their daily lives. Given that sophisticated technologies are such a substantial component of children’s everyday environment, of the space within which they act, play and learn-why the world of complex technological systems (their characteristics, and the knowledge and skills involved in operating, designing and programming them) is almost ignored in the preschool and elementary school curriculum?  \nWith this overarching question in mind, we have developed, studied and implemented for more than a decade a comprehensive curricular intervention for kindergartens in Israel focusing on technological thinking skills and kn","cbCaijIBOl3kGvUZ","https://ap.wps.com/l/cbCaijIBOl3kGvUZ","pdf",452686,17,"English","# Abstract\n# Young Children’s Representation of Robots’ Behaviors\n## Examples from preschoolers and first graders\n## Anthropomorphic references and understanding of autonomy\n# Background\n## Episodes, scripts, and rules in robotic environments\n# Study Focus and Research Questions","[{\"question\":\"What problem does the paper address in early education?\",\"answer\":\"The study argues that although sophisticated technologies surround children, the world of complex technological systems is largely ignored in preschool and elementary curricula.\"},{\"question\":\"Which children and robot-related behaviors does the study investigate?\",\"answer\":\"It examines children aged 5–8 and their perception of a robot’s adaptive behavior, including the representational structures they use to think about how behaviors are generated and controlled.\"},{\"question\":\"What representational structures do the children use when thinking about the robot’s behavior?\",\"answer\":\"The paper describes different structures such as one-time episodic representations, scripts that can become reusable routines, and universal or rule-based representations that connect conditions to actions.\"}]","Young Children’s Representational Structures of Robots’ Behaviors - Abstract and Study Findings | PDF",1792092009,43]