scholarly journals Coding, robotics and socio-emotional learning: developing a palette of virtues

2021 ◽  
pp. 309-322
Author(s):  
Marina Umaschi Bers
Keyword(s):  
Emotional Development ◽  
Developmentally Appropriate ◽  
Computational Thinking ◽  
Moral Values ◽  
Symbolic Language ◽  
Pedagogical Approach ◽  
Programming Environments ◽  
Creative Play ◽  
Positive Behaviors ◽  
Collaborative Play

This paper describes a pedagogical approach, Coding as Another language (CAL) to teach programming and computational thinking in early childhood. The CAL curriculum connects powerful ideas from the discipline of computer science with ideas from literacy in a way that is developmentally appropriate for children 4-8 years of age. CAL is free and can be used with two widely available programming environments for young children: the free on-screen ScratchJr app and the KIBO robotics kit that doesnt require keyboards or screens. Through 24 lessons centered on books, CAL emphasizes creative play and self-expression by positioning the learning of programming as the mastering of a new symbolic language. In addition, CAL provides opportunities for socio-emotional development in the context of a collaborative play-based learning environment, a coding playground, in which there is purposeful exploration of ethical and moral values and intentional promotion of positive behaviors and chrachter strenghs.

scholarly journals Coding as Literacy in Preschool: A Case Study

2021 ◽  
Vol 11 (5) ◽  
pp. 198
Author(s):  
Ana Francisca Monteiro ◽  
Maribel Miranda-Pinto ◽  
António José Osório
Keyword(s):  
Elementary Education ◽  
Developmentally Appropriate ◽  
Computational Thinking ◽  
School Subject ◽  
New Literacy ◽  
Computational Approaches ◽  
Knowledge Domains ◽  
And Robotics ◽  
Initial Framework

Coding is increasingly recognized as a new literacy that should be encouraged at a young age. This understanding has recontextualized computer science as a compulsory school subject and has informed several developmentally appropriate approaches to computation, including for preschool children. This study focuses on the introduction of three approaches to computation in preschool (3–6 years), specifically computational thinking, programming, and robotics, from a cross-curricular perspective. This paper presents preliminary findings from one of the case studies currently being developed as part of project KML II—Laboratory of Technologies and Learning of Programming and Robotics for Preschool and Elementary School. The purpose of the KML II project is to characterize how approaches to computation can be integrated into preschool and elementary education, across different knowledge domains. The conclusions point to “expression and communication” as an initial framework for computational approaches in preschool, but also to multidisciplinary and more creative methodological activities that offer greater scope for the development of digital and computational competences, as well as for personal and social development.

Collecting to understand: the art of children and the medical-pedagogical approach in twentieth-century Portugal

2021 ◽  
pp. 0957154X2110037
Author(s):  
João Pedro Fróis
Keyword(s):  
Twentieth Century ◽  
Intellectual Disabilities ◽  
Child Psychiatry ◽  
Emotional Development ◽  
Pedagogical Approach ◽  
Children's Art ◽  
The Third

In this essay I look at the art of children as a tool in the medical-pedagogical approach, as proposed by the founder of child psychiatry in Portugal, Vítor Fontes (1893–1979). First, the topic of the art of children is introduced, and the second part focuses on the model of medical pedagogy as it was practised in Portugal. The third and fourth parts present Fontes’s own investigations on the drawings of children with intellectual disabilities under observation at the Instituto Médico-Pedagógico António Aurélio da Costa Ferreira (IAACF) in Lisbon. In the conclusion it is argued that Fontes contributed to the development of child psychiatry in Portugal by showing that children’s art can mirror their cognitive and emotional development.

Computational Expression

2021 ◽  
pp. 134-156
Author(s):  
Amanda L. Strawhacker ◽  
Amanda A. Sullivan
Keyword(s):  
Stem Education ◽  
Visual Arts ◽  
21St Century ◽  
Fine Arts ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Pedagogical Approach ◽  
The Past ◽  
Science Technology ◽  
And Mathematics

In the past two decades, STEM education has been slowly replaced by “STEAM,” which refers to learning that integrates science, technology, engineering, arts, and mathematics. The added “Arts” portion of this pedagogical approach, although an important step towards integrated 21st century learning, has long confused policymakers, with definitions ranging from visual arts to humanities to art education and more. The authors take the position that Arts can be broadly interpreted to mean any approach that brings interpretive and expressive perspectives to STEM activities. In this chapter, they present illustrative cases inspired by work in real learning settings that showcase how STEAM concepts and computational thinking skills can support children's engagement in cultural, performing, and fine arts, including painting, sculpture, architecture, poetry, music, dance, and drama.

Rhyme and Reason

2021 ◽  
pp. 84-106
Author(s):  
Madhu Govind ◽  
Ziva Reimer Hassenfeld ◽  
Laura de Ruiter
Keyword(s):  
Early Childhood ◽  
Teaching And Learning ◽  
Empirical Work ◽  
Computational Thinking ◽  
Pedagogical Approach ◽  
Computational Literacy

The chapter begins with an exploration of computational thinking (CT) and its relationship to computational literacy, followed by a summary of theoretical and empirical work that aims to elucidate the connections among coding, CT, and literacy. The authors argue that these connections thus far have been predominantly one of support (i.e., unidirectional) and motivated by technological and policy advances, as opposed to considering the connections as mutually reinforcing and developmentally coaligned. The authors discuss the coding as another language (CAL) pedagogical approach, a pedagogy that presents learning to program as akin to learning how to use a new language for communicative and expressive functions, emphasizing the bidirectional connections between the two domains. Finally, the authors detail various curricula that use the CAL approach and discuss the implications of CAL for teaching and learning in early childhood.

Learners at the Wheel

2011 ◽  
Vol 1 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Judith Good
Keyword(s):  
Young People ◽  
Crucial Role ◽  
Computational Thinking ◽  
Programming Environments ◽  
Children And Young People ◽  
The Social ◽  
Context Of Use ◽  
Looking Glass

In recent years, there has been an increase in the number of programming environments which are freely available for use by novice programmers, particularly children and young people. What is interesting about these environments is the level of sophistication that they offer in terms of their development and support features, but also the motivating and engaging contexts that they provide, where programming is a means to a creative end rather than an end in itself. Furthermore, these environments can no longer be considered independent of their broader context of use, where the social and collaborative aspects of learning play a crucial role. This article considers five such environments: Scratch, Alice, Looking Glass, Greenfoot and Flip, examining their characteristics, and investigating the opportunities they might offer to educators and learners alike. It suggests that their learner centredness plays an important role in their appropriation and use. By looking at changes in the development of such languages and environments, the article considers the implications for both research and for education, particularly in light of the current computational thinking agenda.

Computational Thinking and Young Children

2019 ◽  
pp. 877-891
Author(s):  
Amanda Sullivan ◽  
Marina Umaschi Bers
Keyword(s):  
Young Children ◽  
User Interfaces ◽  
Developmentally Appropriate ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Graphical Language ◽  
Interpersonal Behaviors ◽  
Potential Benefits ◽  
Tablet Device ◽  
Learning Programming

Over the past few years, new approaches to introducing young children to computational thinking have grown in popularity. This chapter examines the role that user interfaces have on children's mastery of computational thinking concepts, programming ability, and positive interpersonal behaviors. It presents two technologies designed specifically for young children: the KIBO robotics kit and the ScratchJr programming application, both of which focus on teaching young children introductory computational thinking skills in a cognitively and socio-emotionally developmentally appropriate way. The KIBO robotics kit engages children in learning programming by using tangible wooden blocks (no screens or keyboards required). ScratchJr also teaches foundational programming, but using a graphical language on a tablet device. This chapter presents examples of how each tool can be used in classroom settings and the potential benefits and drawbacks of each interface style. Suggestions for implementing each technology in a developmentally appropriate way are presented.

Apps to Promote Computational Thinking Concepts and Coding Skills in Children of Preschool and Pre-Primary School Age

2020 ◽  
pp. 101-121 ◽  
Author(s):  
Stamatios Papadakis
Keyword(s):  
Primary School ◽  
Mobile Apps ◽  
Developmentally Appropriate ◽  
Computational Thinking ◽  
School Age ◽  
Early Childhood Classroom ◽  
Education Programs ◽  
Computer Scientists ◽  
Smart Mobile ◽  
Primary School Age

A decade ago, Computational Thinking (CT) and coding were typically considered part of the secondary education programs, as the focus was on programming and algorithm development. The early childhood classroom was not exactly the area expected to find students-developed coding skills. But as has been the case lately, CT and coding have been characterized as fundamental skills of the 21st century, not only for computer scientists but for all citizens. Yet, through the application of developmentally appropriate technologies, the development of coding skills is increasingly possible, and the result may be the advancement of CT fluency or at least familiarity in young age children. Given the enormous success of smart mobile devices and accompanying mobile apps the rationale for this chapter is to investigate if there are apps that provide the children of preschool and pre-primary school age with opportunities to cultivate their foundational coding and CT skills.

Fostering Computational Thinking With Arduino and Lego Mindstorms

2021 ◽  
pp. 183-208
Author(s):  
Savvas Tsolakis ◽  
Timoleon Theofanellis ◽  
Evagelia Voulgari
Keyword(s):  
Communities Of Practice ◽  
Computational Thinking ◽  
Educational Robotics ◽  
Programming Environments ◽  
Constructional Part ◽  
Lego Mindstorms ◽  
Do It Yourself ◽  
Block Based

Educational robotics (ER) can be of great assistance to educators who aim to develop their students' computational thinking (CT) skills. The ideas of decomposing a problem, handling it more abstractly, looking for patterns, and creating algorithms for the solution can easily be explained through ER. The ER constructional part could be enhanced by DIY (do it yourself) trend and CoP (communities of practice) interactions while block-based or even text-based programming environments are used to program them. In this chapter, the authors present the most commonly used ER platforms, Arduino and Lego Mindstorms, as well as two projects that illustrate how CT characteristics are elicited by them.

Apps to Promote Computational Thinking Concepts and Coding Skills in Children of Preschool and Pre-Primary School Age

2022 ◽  
pp. 610-630
Author(s):  
Stamatios Papadakis
Keyword(s):  
Primary School ◽  
Mobile Apps ◽  
Developmentally Appropriate ◽  
Computational Thinking ◽  
School Age ◽  
Early Childhood Classroom ◽  
Education Programs ◽  
Computer Scientists ◽  
Smart Mobile ◽  
Primary School Age

A decade ago, Computational Thinking (CT) and coding were typically considered part of the secondary education programs, as the focus was on programming and algorithm development. The early childhood classroom was not exactly the area expected to find students-developed coding skills. But as has been the case lately, CT and coding have been characterized as fundamental skills of the 21st century, not only for computer scientists but for all citizens. Yet, through the application of developmentally appropriate technologies, the development of coding skills is increasingly possible, and the result may be the advancement of CT fluency or at least familiarity in young age children. Given the enormous success of smart mobile devices and accompanying mobile apps the rationale for this chapter is to investigate if there are apps that provide the children of preschool and pre-primary school age with opportunities to cultivate their foundational coding and CT skills.

TechCheck

2021 ◽  
pp. 250-264
Author(s):  
Emily Relkin
Keyword(s):  
Young Children ◽  
Psychometric Properties ◽  
Prior Knowledge ◽  
Developmentally Appropriate ◽  
Computational Thinking ◽  
Control Structures ◽  
Development And Validation

This chapter describes the development and validation of TechCheck, a novel instrument for rapidly assessing computational thinking (CT) skills in 5-9 years old children. TechCheck assessments can be administered in classroom or online settings regardless of whether students have prior knowledge of coding. This assessment probes six domains of CT described by Bers (2018) as developmentally appropriate for young children including algorithms, modularity, control structures, representation, hardware/software, and debugging. TechCheck demonstrates good psychometric properties and can readily distinguish among young children with different CT abilities.

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