Exploring the Psychological Advantages of Early Computer Education in Early phases of Development

Abstract

The present work aims to explore the significance that teachers attribute to psychological approaches in the process of teaching and learning computer science in early formative years in a Public Educational Institution located in Bawana, Delhi. The research methodology employed is descriptive, using a field design. The study sample consisted of fifteen early formative years teachers. Data collection was conducted through interviews and a Likert scale questionnaire. Quantitative analysis of the data was performed using descriptive statistics. Results reveal that 40% of teachers always consider the basics of computers, while 60% consistently base their planning on the programming relevance in the teaching-learning process. Furthermore, 80% of teachers always prioritize lab activities to promote logical or operational thinking in students, while 20% always utilize recreational activities as a strategy for teaching and learning computer science in their classrooms. However, no respondents indicated consistent use of psychological approaches to enhance the teaching and learning of computer science in a world marked by constant transformation. To summarize, this study highlights the importance of shaping a positive outlook on computer science from an early age to develop students' abstract thinking, logic, and critical reasoning abilities. It emphasizes the need for incorporating psychological approaches to effectively teach and learn computer science among early formative years. By fostering a supportive environment, students can better navigate the challenges of Computer science and embrace its potential as they progress through their educational journey.