Young Children Learning with Logo: An Analysis of Strategies and Interactions

Abstract

The present study used the screen version of Apple Logo to investigate the strategies and interactions of young children while they were engaged in Logo tasks. Eighteen children (mean age 7 years 6 months) completed Logo tasks individually and then in one of three gender pairs (girl/girl, boy/boy, and boy/girl). The results of the study indicted that there were differences in performance, based on gender, related to the consideration of three main variables; the number of moves made, time taken and the number of errors made. However, the nature of the differences changed over time and analyses of the strategies and interactions of the pairs indicated that in initial learning experiences the girls in the study were more careful and less likely to take risks to achieve the task goal than boys or boy/girl pairs working together. Additional examination of the interactions of the pairs suggested that the most successful, in terms of efficiency, were those pairs that applied higher order processes in the execution of the task consistently. The application of such processes was mediated by personality characteristics, such as caution, the desire to adhere to implicit task instructions, and fear of making mistakes.