Using Simple Educational Robots as a Technology for Teaching Early Childhood and Primary Education Literacy in the United States

The U.S. faces significant challenges in raising reading scores to match or surpass those of leading nations. This article posits that using educational robotics as a technology to teach reading literacy in early childhood, elementary, and after-school programs may improve reading literacy scores in the U.S. This paper provides historical context and definitions regarding STEAM in multiple iterations that combine science, art, technology, science, math, and engineering in classroom instruction. It provides analysis of factors which impact reading levels in the U.S. In addition, the distinction between robotics education and educational robotics is presented. Examples examining the impact of educational robotics on U.S. reading scores in multiple early education settings, including after school programs, at an elementary school are given with an emphasis on the activities, population, and the delivery method. The goal of this article is to provide empirical evidence regarding the usage of robotics in early education.