The Effects of “Instant” Logo Computing Language on the Cognitive Development of Very Young Children

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Abstract
This study was designed to investigate whether the use of Logo accelerates the cognitive development of five- to seven-year-old children in a kindergarten class as measured by Piagetian-based tests of conservation of length, measurement and the ability to identify Euclidean shapes. The students in the study were exposed to an expanded form of “Instant Logo” programming language using a guided discovery instructional approach. The training period lasted for six months. Posttest results indicated no significant differences between groups on all the measures, however the Logo teachers reported favorable impacts on the specific academic skills of left/right discrimination, knowledge of shape names, letter recognition and artwork. The results are discussed within a Piagetian framework and directions for future research are given.

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