Abstract
The digital environment of children is not an extra option, but a habitat. When a person does not have a knowledge in coding, he is forced to accept the devices and software provided by the developers. This puts him at a disadvantage: he spends a lot of time in a digital environment, where the rules of conduct have not been developed by himself. Knowledge of coding, according to the formed opinion, will help the user to better "navigate the situation". Digitally literate children will stop judging websites by their attractiveness and range of services only — they will be capable to critically and purposefully build their interaction with the websites. The dynamics of the situation with teaching informatics in schools in the United States of America from 2005 to the present and in Estonia from 2012 to the present has been analyzed in the article. The features of the approach to the formation of educational programs in informatics in schools of different states and the role of external organizations that are not related to the education system have been considered.
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