Abstract
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.
Highlights
Coding refers to the use of languages that enable computing
This study examined how this new literacy can be integrated into the preschool curriculum
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
Summary
Coding refers to the use of languages that enable computing As such, it is increasingly recognized as a new literacy [1,2]. A plethora of research and policy initiatives have focused on the conceptual and technical aspects of introducing coding to young children, and on the cognitive and social facets that underlie this trend. This is true of work around the concepts of computational thinking [3,4] and computational participation [5] or computational making [6]. Children should be introduced to and familiarized with these new, artificial languages from an early age [8], fostering their perceptual, expressive, and creative skills and laying a strong foundation for the development of critical and functional competencies
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