Can Pre-school Children Learn Programming and Coding Through Guided Play Activities? A Case Study in Computational Thinking
Guided play activities were developed so that coding clubs could promote computational thinking skills in preschool children. The clubs involved fifteen children aged between 2 and 4 years, including a group of children with communication difficulties. The children took part in an action-research s...
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| Published in | Early childhood education journal Vol. 50; no. 6; pp. 969 - 981 |
|---|---|
| Main Authors | , , |
| Format | Journal Article |
| Language | English |
| Published |
Dordrecht
Springer Netherlands
01.08.2022
Springer Springer Nature B.V |
| Subjects | |
| Online Access | Get full text |
| ISSN | 1082-3301 1573-1707 1573-1707 |
| DOI | 10.1007/s10643-021-01236-8 |
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| Abstract | Guided play activities were developed so that coding clubs could promote computational thinking skills in preschool children. The clubs involved fifteen children aged between 2 and 4 years, including a group of children with communication difficulties. The children took part in an action-research scoping study over three coding clubs involving six 45–60-min sessions. The activities were developed to teach computational skills and, ultimately, concepts of programming and coding. The findings suggested that the children began to develop many of the skills necessary for programming and coding as well as computational thinking skills such as collaboration, logical thinking and debugging algorithms. However, they found programming specific algorithms into Bee-Bots complicated and they needed support from adults to direct the robots along routes on simple maps. Overall, the guided play activities could be used in nurseries and preschool establishments to teach early computational thinking skills. |
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| AbstractList | Guided play activities were developed so that coding clubs could promote computational thinking skills in preschool children. The clubs involved fifteen children aged between 2 and 4 years, including a group of children with communication difficulties. The children took part in an action-research scoping study over three coding clubs involving six 45–60-min sessions. The activities were developed to teach computational skills and, ultimately, concepts of programming and coding. The findings suggested that the children began to develop many of the skills necessary for programming and coding as well as computational thinking skills such as collaboration, logical thinking and debugging algorithms. However, they found programming specific algorithms into Bee-Bots complicated and they needed support from adults to direct the robots along routes on simple maps. Overall, the guided play activities could be used in nurseries and preschool establishments to teach early computational thinking skills. Guided play activities were developed so that coding clubs could promote computational thinking skills in preschool children. The clubs involved fifteen children aged between 2 and 4 years, including a group of children with communication difficulties. The children took part in an action-research scoping study over three coding clubs involving six 45-60-min sessions. The activities were developed to teach computational skills and, ultimately, concepts of programming and coding. The findings suggested that the children began to develop many of the skills necessary for programming and coding as well as computational thinking skills such as collaboration, logical thinking and debugging algorithms. However, they found programming specific algorithms into Bee-Bots complicated and they needed support from adults to direct the robots along routes on simple maps. Overall, the guided play activities could be used in nurseries and preschool establishments to teach early computational thinking skills. Guided play activities were developed so that coding clubs could promote computational thinking skills in preschool children. The clubs involved fifteen children aged between 2 and 4 years, including a group of children with communication difficulties. The children took part in an action-research scoping study over three coding clubs involving six 45–60-min sessions. The activities were developed to teach computational skills and, ultimately, concepts of programming and coding. The findings suggested that the children began to develop many of the skills necessary for programming and coding as well as computational thinking skills such as collaboration, logical thinking and debugging algorithms. However, they found programming specific algorithms into Bee-Bots complicated and they needed support from adults to direct the robots along routes on simple maps. Overall, the guided play activities could be used in nurseries and preschool establishments to teach early computational thinking skills. |
| Audience | Preschool Education Early Childhood Education |
| Author | Critten, Valerie Hagon, Hannah Messer, David |
| Author_xml | – sequence: 1 givenname: Valerie orcidid: 0000-0003-2395-7887 surname: Critten fullname: Critten, Valerie email: valerie.critten@open.ac.uk organization: Centre for Research in Education and Educational Technology, The Open University – sequence: 2 givenname: Hannah surname: Hagon fullname: Hagon, Hannah organization: Centre for Research in Education and Educational Technology, The Open University – sequence: 3 givenname: David orcidid: 0000-0001-9332-1265 surname: Messer fullname: Messer, David organization: Centre for Research in Education and Educational Technology, The Open University |
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| Cites_doi | 10.1145/1118178.1118215 10.1016/j.ijcci.2017.12.005 10.1016/j.compedu.2013.10.020 10.1016/j.cognition.2013.05.013 10.1080/13875860802047201 10.1007/s10639-018-9747-x 10.1037/0022-0663.76.6.1051 10.1111/bjet.12355 10.1177/0265659015572165 10.1007/s10643-019-00976-y 10.1080/15391523.2016.1146563 10.1016/j.compedu.2012.11.016 10.1016/j.jecp.2011.10.009 10.1145/3230977.3230984 |
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| Title | Can Pre-school Children Learn Programming and Coding Through Guided Play Activities? A Case Study in Computational Thinking |
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