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首页> 外文期刊>International Journal of Child-Computer Interaction >How young children engage in and shift between reference frames when playing with coding toys
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How young children engage in and shift between reference frames when playing with coding toys

机译：在玩编码玩具时，幼儿如何在参考框架之间移位

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摘要

This research explores reference frames and reference frame shifts among young children (ages 5 and 6) as they are learning to program with a commercial coding toy. To date, little is known about reference frames used by young children in toy-based coding. Video recordings of 16 children engaging in two programming tasks were collected. Results from an analysis of 240 min of video data indicate that young children engage in shifts of reference frames when learning to program, however, young children do not have a precise coordination system. The present study proposes two additional reference frames, ProtoEgocentric and ProtoAllocentric, that allow for the consideration of developmental imprecision in children. The most common reference frame shift observed was ProtoAllocentric to ProtoEgocentric, which accounted for 47.4% of all shifts across sites and contexts. Three cases are presented to illustrate reference frame shifts and how children's developmental imprecision affects their experience.
机译：本研究探讨了幼儿（5和6岁及6岁）之间的参考帧和参考框架，因为它们正在使用商业编码玩具进行编程。迄今为止，关于基于玩具编码中的幼儿使用的参考框架很少。收集了16名儿童参与两个编程任务的录像。结果来自240分钟的视频数据，表明幼儿在学习编程时从事参考框架的换档，但是，幼儿没有精确的协调系统。本研究提出了两种额外的参考框架，原子能和原型，其允许考虑儿童的发育不精确。观察到的最常见的参考帧移位是原始中心的原型，其占所有跨场地和上下文的47.4％。提出了三种案例以说明参考框架班次以及儿童的发育不精确影响其经验。

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