The children, at a summer camp run by Tufts University, were learning typical kid skills: building with blocks, taking turns, persevering through frustration. They were also, researchers say, learning the skills necessary to succeed in an automated economy.
MEDFORD, Mass. — Amory Kahan, 7, wanted to know when it would be snack time. Harvey Borisy, 5, complained about a scrape on his elbow. And Declan Lewis, 8, was wondering why the two-wheeled wooden robot he was programming to do the Hokey Pokey wasn’t working. He sighed, “Forward, backward and it stops.”
Declan tried it again, and this time the robot shook back and forth on the gray rug. “It did it!” he cried. Amanda Sullivan, a camp coordinator and a postdoctoral researcher in early childhood technology, smiled. “They’ve been debugging their Hokey Pokeys,” she said.
The children, at a summer camp last month run by the Developmental Technologies Research Group at Tufts University, were learning typical kid skills: building with blocks, taking turns, persevering through frustration. They were also, researchers say, learning the skills necessary to succeed in an automated economy.
Technological advances have rendered an increasing number of jobs obsolete in the past decade, and researchers say parts of most jobs will eventually be automated. What the labor market will look like when today’s young children are old enough to work is perhaps harder to predict than at any time in recent history. Jobs are likely to be very different, but we don’t know which will still exist, which will be done by machines and which new ones will be created.
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To prepare, children need to start as early as preschool, educators say. Foundational skills that affect whether people thrive or fall behind in the modern economy are developed early, and achievement gaps appear before kindergarten.
Nervous about the future, some parents are pushing children to learn to code as early as age 2, and advocates say it’s as important as learning letters and numbers. But many researchers and educators say that the focus on coding is misplaced and that the more important skills to teach have to do with playing with other children and nothing to do with machines: human skills that machines can’t easily replicate, like empathy, collaboration and problem-solving.
“It’s a real misnomer that simply learning to code is the…