Abstract
AbstractGuided 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.
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Reference27 articles.
1. Allsop, Y. (2019). Assessing computational thinking process using a multiple evaluation approach. International Journal of Child-Computer Interaction, 19, 30–55. https://doi.org/10.1016/j.ijcci.2018.10.004
2. Bers, M., Flannery, L., Kazakoff, E., & Sullivan, A. (2014). Computational thinking and tinkering: Exploration of an early childhood robotics curriculum. Computers and Education, 72, 145–157. https://doi.org/10.1016/j.compedu.2013.10.020
3. Bishop, D. (2003). The children’s communication checklist. Harcourt Assessment.
4. Buchner, A., & Jansen-Osmann, P. (2008). Is route learning more than serial learning? Spatial Cognition and Computation, 8(4), 289–305. https://doi.org/10.1080/13875860802047201
5. Case, R. (1985). Intellectual Development from Birth to Adulthood. Academic Press.
Cited by
36 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献