I sometimes try with my children. Having one on my shoulder and pulling either the left or the right ear to tell me where to go. The way home from kindergarten can then take a while, depending on how attentive they are. Of course, parent stumbling into hedges makes for a good laugh, so that may also sometimes be intentional.

It has a pretty steep learning curve if you're not experienced with building a program step-by-step from another perspective and you're only able to run it. The mobile version is a lot more gentle and has more content, but I think less challenging and less fun.

LINK HALLWAY GRAB BALL LINK BEDROOM DROP BALL

etc... Then he would tell me what to do. It was fun.

1: https://store.steampowered.com/app/716490/EXAPUNKS/

For example:

Parent: "We're not going to have ice cream today."

3yo: "If we don't have ice cream today, can we have ice cream tomorrow?"

Or, more commonly:

3yo: "What if we have ice cream today and no ice cream tomorrow?"

In musicology, sure, these distinctions are useful there. But what I want to stress is that you are wrong in this context. Not technically correct: wrong. The only mistake was you choosing to reply the way you did. It is, to be fair... a common mistake. Around here at least.

One of my observations is that humming a note within my valid vocal range has "feeling" differences even within the hard cutoffs (usually about 2 octaves for most people). But those cutoffs (and presumably the feelings) move between childhood and adulthood.

(As an adult, my perfect pitch is not completely stable - if I don't use/tune it regularly, it can drift up to 2 semitones, but no further regardless of how long between tunings. Unfortunately I never did tests as a child.)

When you get into parallel programming, I think you'll need more than just those 4. But I'm not sure what the reduction is. Something akin to forking and joining.

Spintronics also helped give me a new perspective on electrical current, current division and capacitance. Seeing and feeling resistance in the chain, how little/no load results in high current (chain link throughput) was more valuable than the “water in a hosepipe” analogies I learnt in my University EE classes. Really looking forward to induction in the expansion set.

I was curious about the company, and discovered that the co-founders are a husband and wife couple who were in engineering and education respectively before starting the company. I’m glad to see they are able to operate profitably without listing on Amazon, and hope they continue to release more excellent educational engineering toys that I can explore with my kids.

1 cent: Every hit is an atomic action that is causing the robot to take a certain action. Furthermore, all points in that maze has a decision (from at most 4 different choices) to make. So, hitting on a note (making a choice) is like writing an if statement. Furthermore, you can ask them to come up with the color combinations to hit before hand and try to run it all at once. If it fails, you do it again.

2 cents: Since this is designed for 2-3 year olds, if statements make a good basis for starting programming or logic in general. As they grow older, we can introduce loops and functions.

Moving on to the next question about starting to associate colors with notes although avoidable by randomly assigning colors to the notes (glue and paper), is possible like you said. However, I would like to claim that it will only stick (no pun intended) if the same colors play the same notes for years, if not months. Which given how two year olds are, is highly unlikely. They are done with a toy in about a week or two, max a month, give or take.