Coding and Robotics: Enabling STEM-based Play in Early Childhood

** New online course now available **

The 21st century requires us to develop children's critical thinking, high level problem-solving skills and engagement with STEM concepts.  Research also suggests that children's creativity and inquiry behaviours are enhanced when engaged with a range of traditional and multimodal play-spaces, for example using technologies such as robotic toys.

This course is designed to support early childhood educators in integrating robotics and coding as a segue way to STEM-based play. In this course, you will explore practical ways to engage children in design thinking and procedural skills through coding and robotics. Even if you feel 'technologically challenged' you will come away from this course feeling confident and competent to plan for engaging young children in STEM literacy.

Topics covered

  • Evidence-based learning stories to support young children's
    STEM-based play
  • Blending digital and natural worlds - a pedagogical framework for multimodal learning
  • Using robotics and coding activities as the basis to plan and implement children's inquiry-based learning

Duration

Online course: 2.5 hours
You will require internet access and a laptop, computer or other device that will enable you to join a virtual classroom and access an online learning portal. Your chosen device requires a camera, microphone and sound.

When and where

Thursday 11 June 2020
10.00am – 12.30pm
Online course

Cost

$144 (GST free)

Prerequisites

This program is designed for staff working in early childhood education who want to extend their understanding of technology-based pedagogical practices to promote children’s 21st century skills such as creativity and inquiry.

Assessment

There is no assessment associated with this course.

Recognition

This course is aligned with the following Australian Professional Standards for Teachers (APST): 1.1, 1.2, 2.1, 2.2, 2.3, 2.6, 3.3, 3.4, 6.2 and 6.4

You will receive a Certificate of Completion from the Faculty of Education, Monash University.