Developmentally Appropriate LOGO Computer Programming with Young Children

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GILLESPIE, C.W. & BEISSER, S. (2001). Developmentally Appropriate LOGO Computer Programming with Young Children. Information Technology in Childhood Education Annual, 2001(1), 229-244. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/8488.

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Journal Information

Information Technology in Childhood Education Annual
ISSN 1522-8185
Volume 2001, Issue 1, 2001
Association for the Advancement of Computing in Education (AACE)  Norfolk, VA

More Information on ITCE

Authors

CATHERINE WILSON GILLESPIE, SALLY BEISSER, ,

Abstract

The Iowa Early Childhood Papert Partnership (IECPP), a partnership among two public school systems, a private uni-versity school of education, a Head Start agency, a state area educational support agency, and renown technology theorist Seymour Papert, explored ways that LOGO computer pro-gramming can be used in developmentally appropriate ways with young children. The National Association for the Edu-cation of Young Children (NAEYC), defined developmental-ly appropriate practice as (a) age appropriateness, (b) individ-ual appropriateness, and (c) sociocultural appropriateness. Each of these factors are considered, with particular attention being devoted to the developmental theories of Jean Piaget, Erik Erikson, Howard Gardner, and Lev Vygotsky. It is found that although Piaget is the theorist most commonly cit-ed with reference to young children's work with computers, LOGO programming by young children is also (perhaps even more strongly) supported by the theories of Erikson, Gardner, and Vygotsky. Implications for practice are discussed in de-tail, drawing on the experience of those who have introduced the Reggio Emilia approach in their early childhood pro-grams. Implications for curriculum design, pedagogy, family involvement, research, and development are all discussed.

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