Programmable toys

Example activity

What will the children do?

The children will sit in a circle and ‘send’ the programmable toy (in this case Pixie) to each other, estimating what numbers they will need to enter into the toy to reach their goal.

Areas of learning

• Knowledge and understanding of the world
• Mathematical development

What do we want the children to learn?

• To be able to instruct a programmable toy
• To begin to estimate distance using the size of Pixie as a guide
• Say and use number names in order
• Count reliably up to 10
• Use language such as ‘more’ or ‘less’

Resources

• Programmable toys (in this case Pixie)

You will be able to obtain the resources used from the companies listed here.

Information and communications technology (ICT) levels of differentiation

• To press buttons and make Pixie move
• To have knowledge of FD and BK Pixie buttons and what they do
• Able to follow instructions and carry out on Pixie
• Able to press CM and forward buttons on Pixie
• To have knowledge of left and right turn buttons and what they do

Children’s individual targets, that this activity could meet

• To be able to work in a group and wait for a turn
• To listen to instructions and respond appropriately
• To count using one-one correspondence
• To be able to enter a sequence of 2 instructions
• To be able to make a reasonable guess about size and distance

Adult input (including language to be introduced)

• Encourage children to estimate
• Help children to take turns
• Support their understanding of Pixie buttons and counting up to 10
• Develop their vocabulary and understanding of distance
• Switch, forward, guess, buttons, clear memory, nearly, a bit further, not quite there, half way

Areas & resources inside & out for spontaneous learning

• Using Pixie in a small world environment
• Using paper footprints outside for children to count their way to different areas in steps

Questions for assessment opportunities

• How many times are we going to need to press the forward arrow to make Pixie reach you?
• What button do we need to press?
• Can you count 10 presses?
• How many more?

Observation

• Do the children make reasonable guesses about distance?
• Can they count each press of the button accurately up to 5? Up to 10?
• Do they know what buttons to press?
• Are they able to wait and then take their turn?