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.

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.

scholarly journals Preschool and early primary school age children learning of computational thinking through the use of asynchronous learning environments in the age of Covid-19

2022 ◽  
Vol 2 (1) ◽  
pp. 180-186
Author(s):  
Evaggelia Skaraki ◽  
◽  
Fotios Kolokotronis ◽  
Keyword(s):  
Primary School ◽  
Learning Environments ◽  
Computational Thinking ◽  
Educational Process ◽  
Asynchronous Learning ◽  
School Age ◽  
Asynchronous Learning Environments ◽  
Study Results ◽  
Early Primary ◽  
Primary School Age

This current study aims to examine through a literature review whether children of preschool and early primary school age can be taught distance computational thinking (CT) through asynchronous learning environments in the age of covid. Over the past few years in Greece, a sharp rise in computational thinking has been noted as both students and teachers feel the need to create more imaginative and interactive ways. The study results illustrate the significance of digital media in the educational process and the educator’s crucial role in using such digital tools in preschool and early primary school age. The cooperation between educators of preschool age and teachers of Information Technology could offer new dimensions and provide numerous benefits to the learning process. Distance learning programs could help teachers’ training process through properly structured material that corresponds more effectively to the learning of CT.

Time-Based Prospective Memory in Schoolchildren

2011 ◽  
Vol 219 (2) ◽  
pp. 92-99 ◽  
Author(s):  
Babett Voigt ◽  
Ingo Aberle ◽  
Judith Schönfeld ◽  
Matthias Kliegel
Keyword(s):  
Primary School ◽  
Prospective Memory ◽  
Age Differences ◽  
Memory Retrieval ◽  
Primary Schools ◽  
School Age Children ◽  
School Age ◽  
Older Children ◽  
Strategic Monitoring ◽  
Primary School Age

The present study examined age differences in time-based prospective memory (TBPM) in primary school age children and tested the role of self-initiated memory retrieval and strategic time monitoring (TM) as possible developmental mechanisms. Fifty-four children were recruited from local primary schools (27 younger children, mean age = 7.2 ± 0.55 years, and 27 older children, mean age = 9.61 ± 0.71 years). The task was a driving game scenario in which children had to drive a vehicle (ongoing task) and to remember to refuel before the vehicle runs out of gas (TBPM task, i.e., the fuel gauge served as child-appropriate time equivalent). Fuel gauge was either displayed permanently (low level of self-initiation) or could only be viewed on demand by hitting a button (high level of self-initiation). The results revealed age-dependent TBPM differences with better performance in older children. In contrast, level of self-initiated memory retrieval did not affect TBPM performance. However, strategies of TM influenced TBPM, as more frequent time checking was related to better performance. Patterns of time checking frequency differed according to children’s age and course of the game, suggesting difficulties in maintaining initial strategic TM in younger children. Taken together, the study revealed ongoing development of TBPM across primary school age. Observed age differences seemed to be associated with the ability to maintain strategic monitoring.

The complex sensorimotor reactions of children of primary school age withheterotropy depending on the vision character

2020 ◽  
pp. 76-77
Author(s):  
O.V. Larionova ◽  
◽  
L.V. Dravitsa ◽  
Keyword(s):  
Primary School ◽  
School Age ◽  
Primary School Age

Цель. Анализ влияния характера зрения (ХЗ)на показатели сложной сенсомоторной реакции на движущийся объект (РДО)у детей младшего школьного возраста с содружественным сходящимся косоглазием (ССК). Материал и методы. Было обследовано 33 ребенка (66 глаз), в возрасте 6–11 лет, с ССК на фонеHm4,6±2,5Д. Сформированы 3 группы, в зависимости от ХЗ, на фоне полной коррекции. 1 группа – 12 детей (24 глаза) с монокулярным ХЗ, угол косоглазия 5,9±4,0°, 2 группа –12 детей (24 глаза)с одновременным ХЗ, угол косоглазия 3,9±3,6°,3 группа – дети с бинокулярным ХЗ – 9 пациентов(18 глаз), угол косоглазия 0,9±0,8°. Всем пациентам проводилось стандартное страбологическое обследование. РДО была исследована с помощью аппаратно-программного комплекса «НС-Психотест»(ООО «Нейрософт). Результаты. Среднее время РДО в 1 группе –29,1±9,5мс, во 2 группе – 16,6±8,4мс, в 3 группе –-12,4±4,1мс (р <0,05). Положительное значение среднегруппового показателя РДО детей 1 и 2 группы является следствием преобладания у большинства обследуемых процессов торможения в ЦНС. Отрицательное значение среднегруппового показателя детей 3 группы является свидетельством преобладающей реакции НС в виде дисбаланса течения нервных процессов в сторону возбуждения в ответ на предложенную нагрузку. Выводы. Отсутствие у детей 1 и 2 группы бинокулярного зрения приводит не только к нарушению аккомодационно-конвергентных взаимосвязей в зрительном анализаторе, но и является причиной изменения зрительной экстраполяции, что приводит к снижению подвижности нервных процессов и преобладанию тормозных процессов в ЦНС(положительное значение средне группового показателя времени РДО детей 1 группы – 29,1±9,5 мс,2 группы – 16,6±8,4 мс).

DEVELOPMENT OF CREATIVE ABILITIES OF THE CHILDREN OF THE PRIMARY SCHOOL AGE IN ADDITIONAL EDUCATION ENVIRONMENT BY MEANS OF DECORATIVE AND APPLIED ARTS LESSONS

2020 ◽  
Author(s):  
Инга Олеговна Гарипова ◽  
Александра Игоревна Ремкус
Keyword(s):  
Primary School ◽  
School Age ◽  
Creative Potential ◽  
Education Environment ◽  
Creative Abilities ◽  
Primary School Age ◽  
Additional Education ◽  
Pedagogical Environment ◽  
Applied Arts

Освещены вопросы формирования творческих способностей детей младшего школьного возраста на занятиях по декоративно-прикладному творчеству в учреждениях дополнительного образования. Рассмотрены педагогические условия, способствующие развитию творческого потенциала детей средствами декоративно-прикладного искусства. In the article, the aspects of forming the creative abilities of the children of primary school age during the decorative and applied arts lessons in the additional education institutions are covered. Pedagogical environment, dedicated to the development of the creative potential of the children by means of the decorative and applied arts lessons is examined.

Reading for Readiness

1998 ◽  
Vol 2 (1) ◽  
pp. 65-69 ◽  
Author(s):  
William K Kay ◽  
Richard Wilkins
Keyword(s):  
Primary School ◽  
Religious Education ◽  
School Age ◽  
The Bible ◽  
The Uk ◽  
Primary School Age

On the basis of a consideration of the processes of reading and comprehending and in the light of the UK Government's literacy drive, it is argued that Religious Education ought to be better equipped to present the Bible to children of primary school age.

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