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The effect of a classroom-based intensive robotics and programming workshop on sequencing ability in early childhood
Kazakoff, Elizabeth R., July, 2013
Early Childhood Education Journal, 41(4), 245-255

This paper examines the impact of programming robots on sequencing ability during a 1-week intensive robotics workshop at an early childhood STEM magnet school in the Harlem area of New York City. Children participated in computer programming activities using a developmentally appropriate tangible programming language CHERP, specifically designed to program a robot's behaviors. The study assessed 27 participants' sequencing skills before and after the programming and robotics curricular intervention using a picture-story sequencing task and compared those skills to a control group. Pre-test and post-test scores were compared using a paired sample t test. The group of children who participated in the 1-week robotics and programming workshop experienced significant increases in post-test compared to pre-test sequencing scores. (author abstract)

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Early childhood education leadership development compendium: A view of the current landscape
Goffin, Stacie G., May, 2013
(2nd ed.). Washington, DC: Goffin Strategy Group.

A study of the characteristics of programs that support leadership development in the early childhood education field, based on survey responses from 55 leadership development programs

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Legally-exempt child care: What does it mean in New York State?
Ozdogru, Asil A.,
Albany, NY: Early Care & Learning Council.

A comparison of license-exempt child care provision and policies in New York State to provision and policies in California, Illinois, Michigan, North Carolina, Oklahoma, Oregon, Pennsylvania, and Washington, based on state surveys and key informant interviews

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