Bringing Computational Thinking to Life Through Play

Kaup, Camilla Finsterbach; Møller, Anders Kalsgaard; Brooks, Eva

doi:10.1007/978-3-031-31392-9_9

Cited by 1 publication

(1 citation statement)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…When provided with time, adequate space, and appropriate materials, children can explore powerful ideas in CT through open-ended play (Lee et al, 2023). Further, making explicit connections between CT and play provides a strong rationale for why play should be fostered, not diminished, in early childhood classrooms (e.g., Kaup et al, 2023). In a blocks/construction center, children can foster understandings of the design process, sequencing, algorithms, modularity, and hardware/software while engaging with robots, blocks, and structures.…”

Section: Centers and Play-based Learningmentioning

confidence: 99%

Embracing Culturally Relevant Computational Thinking in the Preschool Classroom: Leveraging Familiar Contexts for New Learning

Quinn,

Caudle,

Harper

2023

Early Childhood Educ J

View full text Add to dashboard Cite

Computational thinking (CT) is an important twenty-first century skill that begins developing early. Recent interest in incorporating early CT experiences in early childhood education (i.e., preschool) has increased. In fact, the early years mark an important time during which initial competencies are acquired, interest and motivation begins to form, and in which children may develop a sense of belonging in STEM fields. As a result, providing children with access to robotics and computer science experiences to support CT that are also developmentally appropriate and culturally relevant is key. This paper uses the “powerful ideas” of computer science, seven developmentally appropriate CT concepts that children can learn, as a framework and explores the experiences of two (composite) teachers who participated in and co-developed a culturally relevant robotics program and the processes they undertake to support children’s CT development and learning. This paper considers practices that support the seven key powerful ideals while leveraging existing instructional routines and contexts that are already occurring in most classrooms, such as centers, small group activities, classroom environments, and read-alouds. Of note, this paper prioritizes approaches that acknowledge, center, and feature the ethnic, cultural, and linguistic backgrounds of young children and their families. Identifying affordable and accessible practices, this paper provides educators with tangible, integrated, and authentic practices to support children’s computational thinking, STEM learning, and sense of belonging.

show abstract

Section: Centers and Play-based Learningmentioning

confidence: 99%