Coding as Literacy: Case Studies at Pre-Primary and Elementary School

Monteiro, Ana Francisca; Miranda-Pinto, Maribel Santos; Osório, António José; Araújo, Catarina Liane

doi:10.21125/inted.2021.0718

Cited by 4 publications

(6 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Prior to their participation in the study, participants completed a 50 h in-service training course delivered in B-Learning. This training focused on three approaches to computation, namely: computational thinking (plugged and unplugged), coding, and robotics [13,50,51]. Computational thinking and unplugged computational thinking refer to activities that aim to have students develop and demonstrate the skills considered under this concept [16], which involve either no technologies or ICT from the user's perspective (without programming).…”

Section: Methodsmentioning

confidence: 99%

“…With a large number of children present in most classes, resources were also scarce. As part of an ongoing project, the work presented here is complemented by two other research activities: an investigation of educators' training needs, currently in its final stages; an observation of pedagogical activities, originally planned as fieldwork in the field but adapted to a remote data collection procedure in the pandemic context [50]. In this second phase, educators will also be asked to evaluate and provide feedback on the findings presented here.…”

Section: Limitationsmentioning

confidence: 99%

“…However, further reflection is needed in terms of fundamental principles and competencies. We expect to conduct this reflection based on a transversal analysis of the results regarding training needs evaluation which is currently in its final stages, our earlier evaluation of the implemented teacher training program [51,58], the analysis of data collected in videos of activities, and the remote observation conducted in the second school year of fieldwork [50]. We further expect to validate this analysis with participants by organizing a series of focus groups.…”

Section: Directions For Future Researchmentioning

confidence: 99%

See 2 more Smart Citations

Coding as Literacy in Preschool: A Case Study

2021

Self Cite

View full text Add to dashboard Cite

Coding is increasingly recognized as a new literacy that should be encouraged at a young age. This understanding has recontextualized computer science as a compulsory school subject and has informed several developmentally appropriate approaches to computation, including for preschool children. This study focuses on the introduction of three approaches to computation in preschool (3–6 years), specifically computational thinking, programming, and robotics, from a cross-curricular perspective. This paper presents preliminary findings from one of the case studies currently being developed as part of project KML II—Laboratory of Technologies and Learning of Programming and Robotics for Preschool and Elementary School. The purpose of the KML II project is to characterize how approaches to computation can be integrated into preschool and elementary education, across different knowledge domains. The conclusions point to “expression and communication” as an initial framework for computational approaches in preschool, but also to multidisciplinary and more creative methodological activities that offer greater scope for the development of digital and computational competences, as well as for personal and social development.

show abstract

Section: Methodsmentioning

confidence: 99%

Section: Limitationsmentioning

confidence: 99%

Section: Directions For Future Researchmentioning

confidence: 99%

See 1 more Smart Citation

Coding as Literacy in Preschool: A Case Study

2021

Self Cite

View full text Add to dashboard Cite

show abstract

“…Portugal should be highlighted as it is focused on the introduction of computational thinking, coding, and robotics activities in both preschool and primary school with a crosscurricular approach [16], [17].…”

Section: Finally the Kml II -Programming Technologies And Learning Laboratory For Preschool And Elementary School Inmentioning

confidence: 99%

Play, Algorithmic Thinking and Early Childhood Education: Challenges in the Portuguese Context

Figueiredo

Gomes

Amante

et al. 2021

2021 International Symposium on Computers in Education (SIIE)

View full text Add to dashboard Cite

ALGOLITTLE is an EU-funded project, with partners from Portugal, Italy, Turkey, and Slovenia, supporting the integration of algorithmic thinking skills into preschool education for preparing future code literates from an early age. The paper presents the project and frames it in Portuguese Early Childhood Education. First, in terms of curricular areas and pedagogical approach, through a content analysis of the Portuguese Curricular Guidelines for Preschool Education. Second, by analyzing initiatives and projects that are connected to algorithmic thinking in Early Childhood Education in Portugal. Third, by presenting challenges that emerged from a set of discussions with several participants, highlighting the complexity and timeliness of the project.

show abstract

“…Finally, the "KML II -Programming technologies and learning laboratory for pre-school and elementary school in Portugal" should be highlighted as it is focused on the introduction of computational thinking, coding and robotics activities in both preschool and primary school with a cross-curricular approach [50], [51]. The project assumes technology teaching in initial years within a "globalizing dimension of education", in which technology constitutes an instrumental component in the support of learning goals across the curriculum, in line with Portuguese legislation.…”

Section: Projects and Initiatives For Ecementioning

confidence: 99%

Algorithmic Thinking in Early Childhood Education: Opportunities and Supports in the Portuguese Context

Figueiredo¹,

Amante²,

Gomes³

et al. 2021

EDULEARN Proceedings

View full text Add to dashboard Cite

ALGO-LITTLE is an EU-funded project, with partners from Portugal, Italy, Turkey and Slovenia, searching for ways to integrate Algorithmic Thinking skills into preschool education for the purpose of preparing future code literates starting from an early age. Algorithmic Thinking stems from the concept of an algorithm, which refers to solving a problem by developing a set of steps taken in a sequence to achieve the desired outcome. The concept can be traced to the work of Papert and is connected to the seminal article by Wing that introduced Computational Thinking. Early Childhood Education algorithmic skills include abilities to learn and work according to the rules or models since children are capable of understanding, using, applying and developing simple algorithms. The paper analyses initiatives, studies, and projects that are connected to Algorithmic Thinking in Early Childhood Education in Portugal. In terms of curricular documents, it was found that code has been relevant for Portuguese Early Childhood Education (at least) since 1997. In 2016, the Portuguese Curricular Guidelines for Preschool Education (PCGPSE) were reviewed and this second version amplifies the mentions to technology. In terms of studies and projects, the "Kids Media Lab Project II" stood out as the only systematic initiative for promoting Computational Thinking in Preschool Education.

show abstract

Coding as Literacy: Case Studies at Pre-Primary and Elementary School

Cited by 4 publications

References 8 publications

Coding as Literacy in Preschool: A Case Study

Coding as Literacy in Preschool: A Case Study

Play, Algorithmic Thinking and Early Childhood Education: Challenges in the Portuguese Context

Algorithmic Thinking in Early Childhood Education: Opportunities and Supports in the Portuguese Context

Contact Info

Product

Resources

About