Abstract
Abstract Progress in school computer programming is examined in relation to early claims about the benefits which would accrue from the introduction of programming courses into the school curriculum. The implications of the methodological origins of school programming in both AI and software engineering are discussed. The difficulties of teaching programming and the consequent development of teaching strategies are reviewed. It is concluded that early claims about the development of high‐level thinking skills have not yet been supported. Nor have suggestions that children develop structured programming habits by using an interactive programming environment been borne out by the experiences of the 1980s. However, it is also concluded that to abandon programming in schools on the basis of these experiences would be premature.
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