Logo and the Preschooler by Douglas Cook and Donald Murk

L ogo is considered an ex- cellent computer lan- guage with which to in- troduce children of read- ing age to the use of the

computer. We at Messiah College Early Learning Center, however, have been using Logo to introduce nonreading preschoolers to the ba- sics of computer awareness.

Logo was developed at the Mas- sachusetts Institute of Technology (MIT) by Seymour Papert in re- sponse to what he perceived to be a prevailing educational trend which presented computers as a kind of electronic flashcard.

As Papert says in his book, Mindstorms, In most contemporary educational situations where children come into contact with computers the com- puter is used to put children through their p a c e s . . . The com- puter programming the child. In the LOGO environment the relationship is reversed: The child, even at pre- school ages, is in control: The child programs the computer. (Papert. 1980. p. 19)

When programming in Logo, children type words such as "FOR-

Douglas Cook is director o f the Messiah College Media Center and Donald Murk is director of the Messiah College Early Learning Center in Grantham, Pennsylvania.

WARD", "BACK" , etc. to move a small, triangular graphics cursor called a "TURTLE" around the screen. The child has complete con- trol over the Turtle which can move as well as draw shapes. At Messiah College, we have made some simple modifications which will allow a child who cannot read to learn computer basics with Logo. A simple "Procedure" (the Logo term for a computer program) can be written which will move the Turtle around the screen in re- sponse to pressing single keys rath- er than to typing words.

We have used Logo to introduce our preschoolers to the computer using this progression of concepts:

1. General computer awareness 2. Turtle awareness 3. Keyboard skills 4. Turtle moving skills 5. Drawing with the Turtle 6. Logo language

We introduce our pupils to the computer by discussing the uses of computers in everyday life. Many students have game computers at home or have played arcade games. Various TV program s include com- piaterized cars and the like. The parents of some of our students have computer-related jobs and have introduced their children to computers. We find that most of our children have had some intro-

duction or contact with computers. This concept can easily be intro- duced in a large group.

Our next step is usually a group introduction to the Logo Turtle. This can be done in various ways. We have used Turtle hand puppets, toy stuffed turtles, small turtles made from plastic containers, and simple games. Our general thrust is to make the Turtle as real to the children as possible. The Turtle can move. The Turtle's home is in the computer. The child can talk to the Turtle.

Depending on the developmental level of each child, alphabet recog- nition can also be introduced or re- viewed at this time. To most effec- tively develop these skills, it is nec- essary to work with the children individually or in small groups. We have found that as many as three children can work at one computer in the same session, if the personal- ities of the children are compatible.

Only one child can type at a time, so the other children need to be patient and wait their turn. (Ide- ally we like to work with one child at a time.)

Children enjoy just typing their name on the screen as they work at this stage.

The keyboard is the vehicle of communication with the Turtle and the computer, therefore this skill is extremely important.

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We have created several games which introduce Turtle moving. The game the children seem to en- joy most is "Around the Planets"- - a procedure written by several Edu- cation majors at Messiah College. The Turtle becomes a starship. He blasts off and travels around several planets to land on earth. The Turt- leship zooms through space in re- sponse to one letter keyboard com- mands. (F to go forward, B to go back, etc.)

A simple procedure can be creat- ed which tells the Turtle to move and draw in response to single let- ter commands. We have used the same commands which the children learned in the Around the Planets game.

If you have a printer available, it is possible to print out the pictures that the children create,

It is our goal to introduce the children to the actual Logo lan- guage itself. Depending on the de- velopmental level of the child, he or she may not be able to advance to this stage. Logo at this level is a very individual experience. No two children are ever at the same stage at the same time. To be able to command the Turtle with the lan- guage, the child must be able to type such commands as "FOR- WARD 10" (go forward 10 turtle- steps) or "RIGHT 90" (turn right 90 degrees).

Distance increments (turtlesteps) and degrees need to be introduced. Often a reference chart is enough to get the child started. Older children enjoy copying simple procedures from wall charts.

For example, in order to draw a simple box the child must type the following commands:

FORWARD 50 RIGHT 90 FORWARD 50 RIGHT 90 FORWARD 50 RIGHT 90 FORWARD 50 RIGHT 90

Sometimes it helps the child to map out on paper what he or she is de- signing. Some children are hell~ed by having a wall chart of basic commands to refer to.

Using the computer with pre- schoolers has done much more than merely introduce the children to computers. Logo has opened up whole new avenues of learning. The

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Logo Turtle has helped very active children concentrate on learning. Using Logo has helped us to chan- nel energy into an activity both cre- ative and challenging.

Some see the computer as a learning aid which squelches cre- ativity. We have seen just the op- posite. Logo allows a child to use his imagination, to act out prob- lems. The child is free to be cre- ative.

John, age four and a half, had an active imagination. He was con- stantly inventing things and was al- ways on the move. John had diffi- culty with tasks which required him to sit for any length of time. He wanted to touch everything. John was a "hands on" learner. He would explore many of the learning materials and devise new ways of using them. This time was very positive for him. It was during large group times that he had difficulty concentrating.

As we discussed ways of helping John, we decided to guide him to the computer. It was just what he needed. One day each week he would spend 30 to 45 minutes with a teacher and the Logo Turtle. John's interest was high. He got immediate feedback and he was in control of the situation. This expe- rience brought about a change in John. Normally unable to sit still for more than five minutes, John was able to stay on task with Logo because of his high interest level. This positive change in John carried through to group times. As his computer time increased, his ex- citement for nursery school in- creased.

Joe, age five, was in his second year of nursery school. He had mastered most of the learning mate- rials available to him. We were concerned that he was becoming bored. Math happened to be an area where Joe had a high interest level. We developed math activities and exercises for him. He began to respond with renewed excitement. We gave Joe some responsibility in working with the younger children. We also added a session of Logo to his schedule. He loved it! He was able to move quickly through our literacy progression to the Logo language. He was also able to help other children at the computer.

There was one occasion when one of Joe's friends, Mary, showed

an interest in the computer. Mary was a child who was hesitant about working with adults. We had asked her several times if she would like to use the computer. Her response was " N O . " We decided to allow Joe to work with her. It was splen- did. He talked about Logo as though he had created it. Mary had a new positive experience and we had a perfect example of a child learning from another child through a positively constructed environ- ment.

Not only does the use of Logo give exposure to computers, it also can act as a motivational tool to in- troduce children to the excitement of learning. Logo creates a positive learning environment. Any child can sit down with the Turtle and quickly create a design. Feedback is immediate, since the Turtle re- sponds at once to a touch of a key.

At the Early Learning Center we believe in creating a positive learn- ing atmosphere through room ar- rangement and display of materials in the classroom. We believe that each child as an individual should be able to work at his/her own pace and level of ability. We encourage discovery through the manipulation of materials. Logo fits into this phi- losophy of learning because it al- lows a child to explore and to move at his/her own pace and to receive immediate feedback.

It is important, when working with Logo, not to lose sight of the fact that Logo was created as a dis- covery experience. Children need to have lots of independent time at the keyboard. We find it helpful to teach a simple concept or two and then allow the child plenty of time to experiment and work with those concepts. When the child seems to be bored, then it is probably time to introduce the next concept.

Our preschoolers have become a group of very excited computer lit- erates. Parents tell us that their children cannot stop talking about the fun that they are having with the computers. A child who is hap- pily aware of computers is a long way on the road toward developing computer survival skills which will last a lifetime.

Reference: Seymour Papert. MINDSTORMS. NY: Basic Books, Inc., 1980.