Computational Thinking and Young Children

2018 ◽  
pp. 123-137 ◽  
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.

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.

scholarly journals The Impact of User Interface on Young Children’s Computational Thinking

10.28945/3768 ◽  
2017 ◽  
Vol 16 ◽  
pp. 171-193 ◽  
Author(s):  
Alex Pugnali ◽  
Amanda Sullivan ◽  
Marina Umashi Bers
Keyword(s):  
User Interface ◽  
Young Children ◽  
User Interfaces ◽  
Computational Thinking ◽  
Interpersonal Behaviors ◽  
Graphical Interfaces ◽  
Different Types ◽  
The Impact ◽  
Programming Interfaces ◽  
Method Approach

Aim/Purpose: Over the past few years, new approaches to introducing young children to computational thinking have grown in popularity. This paper examines the role that user interfaces have on children’s mastery of computational thinking concepts and positive interpersonal behaviors. Background: There is a growing pressure to begin teaching computational thinking at a young age. This study explores the affordances of two very different programming interfaces for teaching computational thinking: a graphical coding application on the iPad (ScratchJr) and tangible programmable robotics kit (KIBO). Methodology : This study used a mixed-method approach to explore the learning experiences that young children have with tangible and graphical coding interfaces. A sample of children ages four to seven (N = 28) participated. Findings: Results suggest that type of user interface does have an impact on children’s learning, but is only one of many factors that affect positive academic and socio-emotional experiences. Tangible and graphical interfaces each have qualities that foster different types of learning

RoboSTEAM Project

2021 ◽  
pp. 157-174
Author(s):  
Miguel Á. Conde ◽  
Francisco J. Rodríguez-Sedano ◽  
Camino Fernández-Llamas ◽  
Maria João Carvalho Ramos ◽  
Manuel Domingos Jesus ◽  
...  
Keyword(s):  
Computational Thinking ◽  
Thinking Skills ◽  
Educational Programs ◽  
University Education ◽  
Learning Approaches ◽  
Project Proposal ◽  
Challenge Based Learning ◽  
New Learning ◽  
Learning Programming ◽  
Initial Results

Digital society demands professionals prepared for the current landscape. It is necessary to teach current students how to employ and solve problems related to this constantly changing context. This requires new learning approaches that facilitate developing computational thinking skills by learning programming and applying STEAM disciplines. However, integrating STEAM and developing such skills is not easy in current educational programs. RoboSTEAM project is an Erasmus KA2 project that propose the application of challenge-based learning methodologies combined with the use of robots and physical devices in order help learners to develop computational thinking in pre-university education environments. This chapter describes the project proposal, partners involved, activities, and outcomes and initial results obtained.

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.

Supporting Girls' Computational Thinking Skillsets

2021 ◽  
pp. 216-235
Author(s):  
Amanda Sullivan
Keyword(s):  
Instructional Strategies ◽  
Developmentally Appropriate ◽  
Computational Thinking ◽  
The United States ◽  
Thinking Skills ◽  
Second Grade ◽  
Science And Engineering ◽  
Representation Of Women ◽  
Bureau Of Labor Statistics

The representation of women in technical fields such as computer science and engineering continues to be an issue in the United States, despite decades of research and interventions. According to the most recent Bureau of Labor Statistics reports, only 21.1% of computer programmers are women, and only 16.5% of engineering and architecture positions are filled by women. This chapter discusses the long-term importance of exposing girls to computational thinking during their formative early childhood years (Kindergarten through second grade) in order to set them up for equal opportunities in technical fields throughout their later educational and career years. This chapter presents a case example of a K-2nd grade robotics and coding curriculum in order to highlight examples of developmentally appropriate technologies, activities, and strategies that educators can implement to foster young girls' computational thinking skills. Best practices and instructional strategies to support girls—as well as young children of any gender identity—are discussed.

Developing Preschoolers' Computational Thinking Skills Through Digital Gameplay

2021 ◽  
pp. 312-343
Author(s):  
Heather Lavigne ◽  
Jillian Orr ◽  
Marisa Wolsky ◽  
Borgna Brunner ◽  
Amanda Wright
Keyword(s):  
Theoretical Model ◽  
Digital Media ◽  
Classroom Instruction ◽  
Developmentally Appropriate ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Lessons Learned ◽  
Classroom Research ◽  
Math Instruction ◽  
Hands On

This chapter provides an overview of how digital media can be leveraged to support the exploration of developmentally appropriate computational thinking (CT) skills for preschoolers. These skills, named CT Core Ideas in the project team's framework, support children's abilities to tackle problems or goals using systematic, computational strategies. The authors describe a theoretical model that outlines the ways in which CT aligns with preschool math instruction, and how children can apply their CT skills through digital gameplay. This chapter also shares lessons learned from classroom research with teachers and children and describes several game prototypes that children played to practice their CT skills. At the end of the chapter, they provide recommendations for how educators can support young children's CT by integrating hands-on gameplay into classroom instruction.

Algorithm design for young children

2021 ◽  
pp. 146394912110336
Author(s):  
Joohi Lee ◽  
Candace Joswick ◽  
Kathryn Pole ◽  
Robin Jocius
Keyword(s):  
Early Childhood ◽  
Problem Solving ◽  
Young Children ◽  
Algorithm Design ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Daily Activities ◽  
Logical Thinking ◽  
Digital Society ◽  
Present Algorithm

Algorithms are the essence of computational thinking, which refers to a set of problem-solving processes that help children become logical thinkers in this increasingly digital society. It is important for teachers of young children to carefully plan and implement algorithm design tasks that involve repeated step-by-step procedures to build strong foundational computational thinking skills. In this article, the authors present algorithm tasks, including following a recipe, creating a treasure map, modeling how to perform a task, and sharing a routine, which can be easily integrated in the daily activities in early childhood classrooms. Fostering young children’s aptitude for algorithm-specific thinking-and-doing processes creates a foundation for logical thinking.

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