Developing Time Representation Skills in Pre-schoolers and Early Schoolchildren Through Robotics

Маркова Н.Г., Кудашева А.А.

doi:10.7256/2454-0676.2025.1.73294

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Pedagogy and education

Reference:

Markova, N.G., Kudasheva, A.A. (2025). Developing Time Representation Skills in Pre-schoolers and Early Schoolchildren Through Robotics. Pedagogy and education, 1, 59–75. . https://doi.org/10.7256/2454-0676.2025.1.73294

Developing Time Representation Skills in Pre-schoolers and Early Schoolchildren Through Robotics

Markova Nadezhda Grigor'evna

Doctor of Pedagogy

Professor; Z.T. Sharafutdinov Department of Pedagogy; Naberezhnye Chelny State Pedagogical University

Office 23, Nizametdinov str., 28, Naberezhnye Chelny, 423806, Russia, Republic of Tatarstan

lenochka2291@mail.ru

Kudasheva Aleksandra Alekseevna

Graduate student; Z.T. Sharafutdinov Department of Pedagogy; Naberezhnye Chelny State Pedagogical University

Nizametdinov str., 28, Naberezhnye Chelny, Republic of Tatarstan, 423806, Russia

anatskevich@gmail.com

DOI:

10.7256/2454-0676.2025.1.73294

EDN:

GYYNUF

Received:

08-02-2025

Published:

27-02-2025

Abstract: The study's relevance is due to the need to improve the methods of forming temporal representations in pre-schoolers and younger schoolchildren, which plays a fundamental role in developing cognitive abilities and organizing their daily activities. Modern educational technologies, particularly robotics, provide additional opportunities for mastering time categories in a visually compelling form. The authors of this article pay special attention to the creation of a systematization of options for using robotic tools during the formation of time representations in preschool and primary school-age children. This systematization was based on analyzing modern psychological and pedagogical literature on the research problem. The empirical part of the study aims to identify the impact of robotics classes on the development of time representations in pre-schoolers and younger schoolchildren. The research subject is forming time representations in pre-schoolers and younger schoolchildren through robotics. The methodology is based on a comprehensive approach presented by a theoretical analysis of psychological and pedagogical concepts of the development of temporal thinking and empirical methods (observation, experimental modeling). The novelty of the work lies in substantiating the role of the characterized technique as an effective tool for forming basic time categories in children, which expands the understanding of methods of cognitive development at an early age. The results of an empirical study have shown that conducting educational classes based on robotics positively affects the development of time representations and search planning skills in preschool and primary school-age children. Using the studied resources helps to understand the sequence of events, cause-and-effect relationships, and the duration of time intervals. The results show that using robotic technologies not only increases the effectiveness of knowledge acquisition but also develops cognitive abilities. This makes the described method significant in psychological and pedagogical practice.

Keywords:

time, preschool child, junior high school student, cognitive development, methodology, learning, planning, robotics, sensorimotor experience, technology

References

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First Peer Review

Peer reviewers' evaluations remain confidential and are not disclosed to the public. Only external reviews, authorized for publication by the article's author(s), are made public. Typically, these final reviews are conducted after the manuscript's revision. Adhering to our double-blind review policy, the reviewer's identity is kept confidential.
The list of publisher reviewers can be found here.

The presented article on the topic "The formation of temporal representations in preschoolers and younger schoolchildren through robotics" corresponds to the topic of the journal "Pedagogy and Education" and is devoted to the topical issue of the development of temporal categories in preschool and primary school age, due to the peculiarities of a child's cognitive development. The authors in the article refer to domestic and foreign experience, there are references in the text to sources from the list of references. The article also indicates the theoretical and methodological basis of the research, including, for example, the authors of the article refer to the works of: – E.V. Bochkina, M.I. Vasilyeva, L.M. Vekker, A.N. Veraks, N.E. Veraks, A.M. Leushina, E. R. Minibayeva, T.D. Richterman, A.I. Savenkova, E.V. Shcherbakova, and others. on the development of temporal representations in preschoolers and younger schoolchildren based on sensorimotor experience, visually effective, visual-imaginative thinking; - L.M. Pirborj, F. Alnajjar, S. Shafigh on the use of humanoid robots and sensory games in the rehabilitation of children; – R. Panadés, O. Yuguero on the ethical aspects of the introduction of digital technologies, including AI, robots, in education and medicine; – A.T. Aznabayeva on the importance of robotics in the educational process of preschoolers and younger schoolchildren, which is directly related to the formation of their time representations. The authors independently compiled a table based on the analysis of modern publications, which describes the options for using robotic tools in the formation of time representations in preschool and primary school children. The authors conducted a study in the period from September 2023 to May 2024 at the Snailcenter LLC in Omsk, which involved 60 children of senior preschool age (5-6 years old) and 80 children of primary school age. The authors used as diagnostic tools: the methodology of A. Z. Zak "Diagnostics of the peculiarities of search planning development" and the methodology of E.I. Shcherbakova "Diagnostics of the child's temporal representations". The style and language of the presentation of the material is quite accessible to a wide range of readers. The practical significance of the article is clearly justified. The volume of the article corresponds to the recommended volume of 12,000 characters or more. The material of the article is presented logically and structurally - there is an introductory part, an internal division of the main part (literature analysis, research methods and methodology, research results), conclusions. The disadvantages include the following points: there is no scientific novelty in the content of the article. The article lacks a clearly defined subject and object. It is recommended to clearly identify the scientific novelty of the research and formulate the subject and object. It would also be advisable to add about the prospects for further research. The article "The formation of temporal representations in preschoolers and younger schoolchildren through robotics" requires further development based on the above comments. After making amendments, it is recommended for reconsideration by the editorial board of the peer-reviewed scientific journal.

Second Peer Review

The article "Formation of temporal representations in preschoolers and younger schoolchildren through robotics" is submitted for review. The subject of the research is the process of forming time representations in preschoolers and younger schoolchildren through robotics. The research methodology is based on the complex application of such methods as analysis of scientific sources, generalization of data and their systematization, pedagogical experiment and observation, description of research results, their analysis and interpretation. The relevance of the study is due to the fact that timely and correct formation of ideas about time is important for the intellectual development of children and largely determines its success in various types of activities. Ideas about time are a subsystem of a holistic picture of the world, which is an important condition for the effectiveness of an adult's professional activity. The development of ideas about time is a complex problem that is studied within the framework of pedagogy, linguistics, sociology, psychology and philosophy. The scientific novelty of the study is due to the fact that the author examines the formation of time representations in preschoolers and younger schoolchildren through robotics, demonstrates the effectiveness of using the author's educational robotics program "Time Machine Travel" in an age sample of 5-8 years in order to develop ideas about time. The presentation style is scientific, structure, and content. The article is written in the Russian literary language. The structure of the manuscript includes the following sections: introduction (contains a statement of the problem, the author argues the relevance of the chosen topic), the main part (the author provides the theoretical basis of the study, systematically presents the scientific directions of studying the features, methods and principles of the formation of temporal representations in preschoolers and younger schoolchildren through robotics); methods and methodology (purpose, subject and object are indicated research, a description of the methodological basis and empirical base is given, diagnostic tools are indicated, the scientific novelty of the study and the practical significance of the work are indicated); the results of the study (the author demonstrates the effectiveness of the formative training conducted within the framework of the author's educational robotics program "Time Machine Travel" in an age sample of 5-8 years: purposeful activity to develop time orientation skills and search planning had a positive effect on the development of temporal representations as a subsystem of a holistic picture of the world; the author's conclusions are supported by factual data, a comparative analysis of the results obtained at the beginning and at the end of the pedagogical experiment is performed, diagrams are presented for clarity); conclusions (the author comes to the conclusion about the effectiveness of developmental classes based on robotics in the development of temporal representations and skills of search planning in preschool and primary school age); bibliography (includes 21 sources). Conclusions, the interest of the readership. The study is a comprehensive study of the formation of temporal representations in preschoolers and younger schoolchildren through robotics. The author conducted a pedagogical experiment that showed the effectiveness of the author's educational robotics program "Time Machine Travel" as a way to develop time representations and search planning skills, the experience gained can be used in the work of preschool educational institutions and elementary schools. Recommendations to the author: 1. It is worth reviewing the logic of the presentation, for example, Table 1 "Systematization of options for the use of robotic tools in the formation of time representations in preschool and primary school age children", it is more appropriate to mark out the field of review of the theoretical basis of the study. In addition, the purpose, subject, scientific novelty, etc. it is worth quoting at the beginning of the article. 2. It would be interesting to give an example of methodological developments used during the testing of the author's program. 3. It is necessary to unify the mentions of foreign proper names in the article (L.M. Pirborj, F. Alnajjar, S. Shafigh, in the publication R. Panadés, O. Yuguero, in the publication F.M. Carrano, etc.). 4. Arrange the use of quotation marks and double-check the text for typos, descriptions and omissions of characters. It is worth double-checking the correctness of the typographic design of the article after uploading. In general, the manuscript meets the basic requirements for scientific articles. The material is of interest to the readership and, after revision, can be published in the journal Pedagogy and Enlightenment.

Third Peer Review

The subject of the research in the presented article is the formation of time representations in preschoolers and younger schoolchildren through robotics. As the methodology of the subject area of research in this article, the descriptive method, the categorization method, the analysis method, the modeling method were used, as well as within the framework of cultural and historical theory, the theory of amplification of child development, the theory of the formation of pre-engineering thinking in older preschool and primary school children, the experimental method was used, and for psychodiagnostic procedures such as It is noted in the article that the "methodology of A. Z. Zak "Diagnostics of the features of the development of search planning", the methodology of E.I. Shcherbakova "Diagnostics of the child's temporal representations" were used. The relevance of the article is beyond doubt, since in modern conditions of social change, the essence and content of temporal representations in children of different ages are undergoing significant changes. The formation of temporal representations through the use of various methods and tools is important for the development of a child. In this context, the study of the formation of temporal representations in preschoolers and younger schoolchildren through robotics is of scientific interest in the scientific community. The scientific novelty of the research consists in conducting research according to the author's methodology using an experiment aimed at using "robotic tools during the formation of time representations in preschool and primary school age children", as well as testing the author's educational program "Time Machine Travel". The study was conducted on the basis of OOO Center Snaile, Omsk. It was attended by 60 children of senior preschool age (5-6 years old) and 80 children of primary school age." The article is written in the language of a scientific style with the use in the text of the study of the presentation of various positions of scientists on the problem under study, the use of terminology characterizing the subject of the study, as well as a visual demonstration of the mini-game models used in the study and the results obtained. The structure of the article is generally consistent with the basic requirements for writing scientific articles. The structure of this study includes the following elements: introduction, theoretical approaches to the study of ways to develop temporal representations in preschoolers and younger schoolchildren, research methods and methodology, research results, conclusions and bibliography. The content of the article reflects its structure. In particular, the author's proposed educational robotics program "Time Machine Journey" is of particular interest, which is aimed at developing time representations based on the engineering and technical skills of children of senior preschool and primary school age. The program is based on working with a designer to solve problems related to the development of engineering and design skills (designing according to instructions, according to a scheme, according to a sample, according to specified conditions, according to a model and according to a topic) through various types of activities during the training session. In a playful way and with the help of a construction kit, students get acquainted with the chronology of the development of the Earth and the historical periods of people's lives. Children study the peculiarities of each epoch, recreate the objects of the surrounding world and arrange each of the periods with the help of a designer." The bibliography contains 21 sources, including domestic and foreign periodicals and non-periodicals. The article describes the various positions and points of view of scientists who characterize different approaches to the consideration of the formation of temporal representations in preschoolers and younger schoolchildren through robotics and the use of robotics. The article contains an appeal to various scientific works and sources devoted to this topic, which is included in the circle of scientific interests of researchers dealing with this issue. The presented study contains conclusions concerning the subject area of the study. In particular, it is noted that "robotics opens up many promising prospects in teaching preschoolers and elementary school students the categories of time. Through clarity, interactivity, and the opportunity to experiment with a sequence of events, children gain a unique experience that promotes awareness of temporal patterns. An empirical study has shown that conducting educational classes based on robotics has a positive effect on the development of time representations and search planning skills in preschool and primary school age. The use of robotic technologies not only increases the effectiveness of knowledge acquisition, but also develops cognitive abilities, which makes this method a very significant direction in psychological and pedagogical practice. It is important to take into account that the effectiveness of its use depends on a number of factors. First of all, it is necessary to take into account the age and individual characteristics of children (too complex tasks sometimes cause frustration, and excessively simple ones will not provide sufficient cognitive challenge). It is also necessary to organize the educational space in such a way that it stimulates research activities, encourages the search for new solutions, and has a productive effect on consolidating knowledge through practical experience. The involvement of an adult is also crucial — a teacher or parent should guide the learning process by asking questions, provoking reasoning, and helping to establish connections between the robot's actions and real time processes." The materials of this study are intended for a wide range of readership, they can be interesting and used by scientists for scientific purposes, teachers in the educational process, managers, administrators, employees of educational organizations of preschool and school education, specialists in working with children of preschool and primary school age, educators, classroom teachers, psychologists, social educators, consultants, analysts, and experts. As the disadvantages of this study, it should be noted that in the structure of the article it would be advisable to separate the discussion of the results section, if possible, formulate practical recommendations for specialists in working with children, and also make a generalizing conclusion that will give the impression of logical completeness and completeness of the study, rather than being limited only to brief conclusions. When designing tables and figures, it is necessary to pay attention to the requirements of the current GOST standards, to arrange them in accordance with these requirements. At the end of the article, a typo was found in the spelling of the word "...programming ...". These shortcomings do not reduce the scientific and practical significance of the research itself, but rather relate to the design of the text of the article. Given the minor revision of the text and after the identified deficiencies have been eliminated, it is recommended that the manuscript be published.

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Developing Time Representation Skills in Pre-schoolers and Early Schoolchildren Through Robotics