The Conceptualization of Tangible Media based Digital Play to Enhance Computational Thinking Ability in Early Childhood Education

2021 ◽  
Vol 19 (1) ◽  
pp. 1-15
Author(s):  
Suk Jin Kwon
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Computational Thinking ◽  
Childhood Education ◽  
Thinking Ability

From Computational Thinking to Computational Doing

2021 ◽  
pp. 1-20
Author(s):  
Marina Umaschi Bers
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
21St Century ◽  
Computer Programming ◽  
Computational Thinking ◽  
Future Generations ◽  
Broad Definition ◽  
Childhood Education ◽  
Computational Literacy

Computer programming is becoming an essential skill in the 21st century, and in order to best prepare future generations, the promotion of computational thinking and literacy must begin in early childhood education. Computational thinking can be defined in many ways. The broad definition offered in this chapter is that computational thinking practices refer to techniques applied by humans to express themselves by designing and constructing computation. This chapter claims that one of the fundamental ways in which computational thinking can be supported and augmented is by providing children with opportunities to code and to create their own interactive computational media. Thus, computational literacy will allow children to become producers and not only consumers of digital artifacts and systems.

Why Teach Coding to Early Elementary Learners

2021 ◽  
pp. 21-40
Author(s):  
Claudia M. Mihm
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Computer Science ◽  
Computational Thinking ◽  
Early Elementary ◽  
Childhood Education ◽  
The Core ◽  
Core Concepts ◽  
Way Of Thinking

As coding and computer science become established domains in K-2 education, researchers and educators understand that children are learning more than skills when they learn to code – they are learning a new way of thinking and organizing thought. While these new skills are beneficial to future programming tasks, they also support the development of other crucial skills in early childhood education. This chapter explores the ways that coding supports computational thinking in young children and connects the core concepts of computational thinking to the broader K-2 context.

scholarly journals NILAI KARAKTER, BERPIKIR KRITIS DAN PSIKOMOTORIK ANAK USIA DINI

2018 ◽  
Vol 13 (1) ◽  
pp. 29-35
Author(s):  
Syarip Hidayat ◽  
Lutfi Nur
Keyword(s):  
Early Childhood ◽  
Critical Thinking ◽  
Early Childhood Education ◽  
Educational Achievement ◽  
Survey Method ◽  
Improve Performance ◽  
Critical Thinking Ability ◽  
Childhood Education ◽  
Thinking Ability ◽  
Structured Observation

The research was distributed by the facts on the ground about the condition during the process of the achievement of early-childhood education that is not optimal. The process of educational achievement in question is the value of a character, critical-thinking ability and psychomotor early childhood. This research was conducted to find out the condition of the development of the value of the character, critical thinking and psychomotor children aged 5-6 years. This research uses survey method. The subjects for the students involved are early-childhood kindergarten Nurul Ilmi and TK Negeri Pembina. The number samples of this research in the study as many as 40 people. Long research conducted about two months. Instrument in this study using structured observation and documentation. The results from this study indicate that the profile of the value of the character, critical thinking and psychomotor children aged 5-6 years in kindergarten Nurul Ilmi Tasikmalaya and TK Negeri Pembina Tasikmalaya results still do not match expectations. This is apparent in the findings in kindergarten Nurul Ilmi that profile the value of character of 50.06%, critical thinking of 49.80% and psychomotor 50.87%. Whereas in TK Negeri Pembina character value profile of 51.22%, critical thinking of 50.98% and psychomotor 52.17%. Based on these findings, it is hoped all components in school, especially teachers can improve performance in order to optimize the potential of learners.

Fostering Computational Thinking and Creativity in Early Childhood Education

2022 ◽  
pp. 21-45
Author(s):  
Katerina V. Glezou
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Classroom Practice ◽  
Learning Experience ◽  
Computational Thinking ◽  
Future Research ◽  
Programming Environments ◽  
Childhood Education ◽  
Future Research Directions ◽  
Key Aspects

This chapter focuses on the design and implementation of coding, programming, and robotics activities in real-world classroom conditions in early childhood education that foster computational thinking and creativity. The study extends the author's experience in designing learning environments through experimentation, exploration, expression, construction, meaning negotiation, and collaboration. The author tries to gain further insight into the potential of implementing unplugged activities, robotics systems, and programming environments in the context of multi-disciplinary, hands-on activities. Using a variety of tools, strategies, and methods as well as qualitative approaches employed in case studies of classroom practice during Afternoon Robotics Club courses, the findings highlight the overall process indicating some special features that contribute to or cause difficulty in the formation of an effective learning experience. Special issues of interest, key aspects, solutions, and recommendations, as well as future research directions, are discussed.

scholarly journals Experiencias robóticas en infantil

2019 ◽  
Author(s):  
Salomé Recio Caride
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
El Paso ◽  
Computational Thinking ◽  
Childhood Education ◽  
Integral Development

En cualquier nivel del ámbito de la educación, cada vez está más presente la robótica. En este artículo, compartimos prácticas llevadas a cabo a lo largo de cinco cursos escolares, con dos grupos de Educación Infantil, iniciándose en el desarrollo del pensamiento computacional. Con él, pretendemos mostrar algunas de las experiencias que se han llevado a cabo desde los 3 años con la intención de dar visibilidad a estas vivencias, por si sirven como ejemplo a quienes aún no se han atrevido a dar el paso e introducir este tipo de pensamiento en los primeros niveles escolares. O para quienes ven con miedo o desaprobación estas prácticas, con la esperanza de que perciban lo positivo que pueden aportar a sus clases y desarrollo integral de su alumnado. At any level in the field of education, robotics is increasingly present. In this article, we share practices carried out throughout five school courses, with two groups of Early Childhood Education, beginning in the development of computational thinking. With it, we intend to show some of the experiences that have been carried out since 3 years with the intention of giving visibility to these experiences, in case they serve as an example to those who have not yet dared to take the step and introduce this type of Thought in the first school levels. Or for those who see these practices with fear or disapproval, with the hope that they perceive the positive that they can contribute to their classes and integral development of their students.

scholarly journals Estrategias para la enseñanza del pensamiento computacional y uso efectivo de tecnologías en educación infantil: una propuesta inclusiva

2019 ◽  
Author(s):  
Carina Soledad González González
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Inclusive Education ◽  
Technological Development ◽  
Computational Thinking ◽  
Maker Movement ◽  
Childhood Education ◽  
Excellent Tool ◽  
And Robotics ◽  
The Maker Movement

En los últimos años, ha habido un impulso para introducir la enseñanza de la programación y el pensamiento computacional en la educación, y la robótica es una excelente herramienta para lograr esto. Sin embargo, la integración de estas habilidades fundamentales en los planes de estudio formales y oficiales sigue siendo un desafío y los educadores necesitan perspectivas pedagógicas para integrar adecuadamente los conceptos de robótica, programación y pensamiento computacional en sus aulas. Por lo tanto, en éste artículo se presenta una propuesta metodológica basada en los principios del marco de Desarrollo Tecnológico Positivo (PTD), el movimiento Maker, el constructivismo, la educación inclusiva y el aprendizaje a través de juegos, especialmente diseñado para la educación infantil. Esta propuesta ha sido validada en diferentes contextos mostrando la efectividad de la misma. In recent years, there has been an impulse to introduce the teaching of programming and computational thinking in education, and robotics is an excellent tool to achieve this. However, the integration of these fundamental skills into formal and official curricula remains a challenge and educators need pedagogical perspectives to properly integrate the concepts of robotics, programming and computational thinking in their classrooms. Therefore, this article presents a methodological proposal based on the principles of the framework of Positive Technological Development (PTD), the Maker movement, constructivism, inclusive education and playful learning, specially designed for early childhood education. This proposal has been validated in different contexts showing its effectiveness.

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