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

Abstract

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.

Tren dan Pengembangan Keterampilan Berpikir Komputasional Anak Usia Dini pada Abad 21: Perspektif Teoretis

“…Terkait penelitian membahas temuan penelitian tentang mengembangkan berpikir komputansi pada anak usia dini. Baru-baru ini, dalam lingkup proyek yang didanai oleh Program Erasmus, Para peneliti mendukung pengetahuan konten pedagogis calon guru anak usia dini dalam pemikiran algoritmik (Figueiredo et al, 2021). Selain itu, pentingnya pembelajaran CT pada anak usia dini karena dapat menstimulasi sikap, pola pikir, keterampilan dan pengetahuan anak tentang CT (Relkin et al, 2021;Pila et al, 2019).…”

An Evaluation of the Effect of Activity-Based Computational Thinking Education on Teachers: A Case Study

“…Atmatzidou and Demetriadis (2016) recommend game-based activities in which robotic kits are used instead of computers in the acquisition of coding skills. Figueiredo et al (2021a) emphasized that algorithmic thinking should be able to think in cooperation with all curriculum areas, with all kinds of pedagogical strategies, game-based, in different situations and with different materials, even without any materials. In order to lay the foundation of computational thinking skills and support them in a computer-free environment, children should be supported in four basic skills, which are algorithmic tasks (for example, activities supporting visual perception and puzzle activities), logic-reasoning activities (for example, riddles, puzzles), the ability to follow directions (for example, mind games, strategy games), and analytical activities (for example, activities that support attention and problem solving skills) (Burton, 2010).…”

Algorithmic Thinking and Creativity: A Deck of Cards for Early Childhood Education

“…Computational thinking and algorithmic thinking have been promoted in several educational systems as preparation for the challenges of the future. Algorithmic thinking, in particular, has long traditions in different scientific areas and can be connected to all curricular areas of Early Childhood Education in Portugal [1]. Algorithmic thinking is defined as the ability to think in terms of clear, simple, and small sequences and repetitive rules to solve a problem or understand a situation [2]- [4].…”

“…With a focus on problem solving together with thinking and creativity skills, teachers and curriculum developers are being challenged to foster algorithmic thinking skills starting from the preschool period [6]. In articulation with the principles of the national guidelines, an approach based on unplugged activities for introducing algorithmic thinking through play and games has been suggested for Early Childhood Education in Portugal [1], [7].…”

“…The initiatives to introduce programs, activities and curricular topics related to algorithmic thinking require strong content knowledge as well as creative and flexible didactical knowledge [1], [8]. Therefore, the strong emphasis on introducing algorithmic thinking in Early Childhood Education requires the development of proposals for teacher education that are based on research and tested for relevance [8].…”