Kidlogo project
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Describes ELTE University kindergarten project since 1984.
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Kidlogo project
- 1. 1984 onwards… www.team-labor.ini.hu Self-expression on the pot Márta Turcsányi-Szabó PhD., head of Media Informatics & Technology Group FACULTY OF INFORAMTICS, ELTE UNIVERSITY International Cartoon Competition, NJSZT, 1988 .
- 17. www.team-labor.ini.hu www.team-labor.ini.hu Turcs á nyi-Szab ó , M. (1997). Approaching Arts through Logo , in Proceedings of the Sixth European Logo Conference , pp. 284-294. John von Neumann Computer Society, Budapest, Hungary. http://caesar.elte.hu/~eurologo/lectures/papartj.htm Turcs á nyi-Szab ó , M. (1997). Designing Logo Pedagogy for Elementary Education, in Proceedings of the Sixth European Logo Conference 1997 , pp. 273-283. John von Neumann Computer Society, Budapest, Hungary. http://caesar.elte.hu/~eurologo/lectures/papthij.htm
Notes de l'éditeur
- The kindergarten project started at ELTE University’s kindergarten middle class (with 5 years old children).
- In KIDLOGO, where several microworlds (joystick drawing tool, iconic drawing tool, iconic music tool, iconic animation tool, text editor) built on top of one another allowed the spiral grow of the child’s ability in handling the interface according to his/her own level of understanding and needs: enactive – drawing in a Logo manner using the joystick; iconic – using the icons on the keyboard to invoke actions that can be replayed or undone; symbolic – invoking further functions, like changing the degree of turn (30 degrees by default), if needed. Iconic heads indicated memory functions, i.e. drawing could be named and invoked by name to be presented at the point and direction of the dr a wing pen. The meaning of text has had different interpretations: naming a drawing process (giving name to a subroutine), asking for the drawing process (invoking a subroutine), naming the whole picture creation process to be saved (saving the program), naming the final appearance of the product picture (saving the picture), signing the picture with own name or use text as picture elements (names). Several transfer effects could also be notices: experiences using the memory features of the drawing microworld enabled the easy mastery of the music editor, where notes would be played after each or re-played and last notes could be cancelled; experiences in the creation of drawing trajectories of Turtle could be transferred in creating trajectories for actors, even though the shape of actor did not change while right or left turn functions were invoked.
- The conventional „house” figure was actually drawn by the kindergarten teacher as an example, but children never replicated this model.
- They always drew the type of house they themselves were living in.
- They managed to express themselves with all the tiny details in mind…
- … and used the form thy actually found within their surroundings.
- Some lines looked unintentional, though not all were „mistakes”.
- And they could even work out their fantasies with all the necessary details.
- Children always insisted on writing their own names on the finished products, which was always done in collaborations to figure out which characters to use. At occasions they wanted to put more text as description and asked the teacher for help.
- They always added text that was relevant in the actual situation.
- Sometimes their pictures described situations that occurred within their lives.
- Very artistic products also developed!
- Please notice the curvature of the spots , which required a change of the turn value (from 30 to 10 degrees).
- Drawing procedures could be named, saved and re-used later.
- Children could very well distinguish between the different uses of text and understood very well what the implications are in each case. Here repetitive patterns can be seen. The turned petals could not have been done without the re-use of named drawings (subroutines).
- It could also be traced that children were able to use subroutines as modules to build more complex pictures, and trade their programs with others to use within their own projects.
- The experiment la s ted for a single year (1984-85) after which I myself left abroad and the only kindergarten teacher taking part in the experiment left to another area too. None of the teachers knew how to use the computer, but if children insisted in switching it on, they were allowed to do so. … Astonishingly, after 5 years (when I returned) this work continued within the kindergarten. Kids actually passed over the necessary information to their younger siblings as the years passed!
- Every year there were exhibitions of children’s drawings, but viewers never believed that they were actually done by 5-6 your olds. So, this was their reactions …