The building blocks of coding: a comparison of early childhood coding toys

Abstract

Purpose This paper aims to be a think piece that promotes discussion around the design of coding toys for children. In particular, the authors examine three different toys that have some sort of block-based coding interface. The authors juxtapose three different design features and the demands they place on young children learning to code. To examine the toys, the authors apply a framework developed based on Gibson’s theory of affordances and Palmer’s external representations. The authors look specifically at the toys: interface design, intended play scenario and representational conventions for computational ideas. Design/methodology/approach As a research team, the authors have been playing with toys, observing their own children play with the toys and using them in kindergarten classrooms. In this paper, the authors reflect specifically on the design of the toys and the demands they place on children. Findings The authors make no claims about whether one toy/design approach is superior to another. However, the differences that the authors articulate should serve as a provocation for researchers and designers to be mindful about what demands and expectations they place on young children as they learn to code and use code to learn in any given system. Research limitations/implications As mentioned above, the authors want to start a discussion about design of these toys and how they shape children's experience with coding. Originality/value There is a push to get coding and computational thinking into K-12, but there is not enough research on what this looks like in early childhood. Further, while research is starting to emerge on block-based programming vs text-based for older children and adults, little research has been done on the representational form of code for young children. The authors hope to start a discussion on design of coding toys for children.

The Impact of Coding Apps to Support Young Children in Computational Thinking and Computational Fluency. A Literature Review

“…This study, similar to Clarke-Midura et al's (2019) study, makes no claims about whether one coding app is superior to another, as these apps all originate from high-quality methodological research on educational technology. However, the results presented in this study should serve as a benchmark and challenge for teachers, researchers, and software developers to be mindful of what demands and expectations we are placing on young children as they learn to code (Clarke-Midura et al, 2019). Indeed, the findings showed that the essential CT and coding skills mentioned in known CT frameworks could be delivered using the four different apps mentioned in this study.…”

“…Some children may struggle with what to do or why to edit sprites or build animations. As Clarke-Midura et al (2019) highlight, some children may not be able to afford to support coding independently, and apps like ScratchJr may require special attention, scaffolding, and systematic instruction in real educational settings. Thus, one could conclude that it could be more beneficial for children some structure or narrative to help them learn some concepts in the initial stages of coding.…”

“…In the following stages, the more open environments can help children explore concepts more deeply based on their interests. Furthermore, future research is also needed on how, if at all, the role of play scenario affects children's motivation to code (Clarke-Midura et al, 2019). Interestingly, all apps mentioned in the studies are free or partially free and work on various operating systems and types of smart devices.…”

“…Teaching CT to young learners' is not a new idea; it dates to 1980 (Papert, 1980). The Logo turtle robot and Slot Machines are two of the earliest best-known attempts to support children to explore computational thinking (Clarke-Midura et al, 2019). Nevertheless, it gained popularity in the context of education when Jeannette Wing wrote that "to reading, writing, and arithmetic, we should add computational thinking to every child's analytical ability" (Wing, 2006, p.33).…”

“…As Bers (2020) states, this approach facilitates exploration of computational concepts, (i.e. practicing skills, mastering discrete concepts, isolating skills), but this occurs in a limited way as it does not support creative projects (Clarke-Midura et al, 2019). It has been noted in various studies relative to ScratchJr, that the app provides a powerful tool for open-ended play related to both programming and literacy if used correctly.…”