scholarly journals Análisis observacional del desarrollo del pensamiento computacional en Educación Infantil-3 años mediante una propuesta de resolución de problemas con un robot de suelo de direccionalidad programada

2021 ◽  
Vol 21 (68) ◽  
Author(s):  
Marta Terroba ◽  
Juan Miguel Ribera ◽  
Daniel Lapresa Ajamil ◽  
M. Teresa Anguera
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Spatial Organization ◽  
Computational Thinking ◽  
Observer Agreement ◽  
Childhood Education ◽  
Self Evaluation ◽  
Mathematical Problems ◽  
Generalizability Analysis ◽  
Key Aspects

Se presenta una secuencia de problemas de dificultad creciente para desarrollar el pensamiento computacional en el primer nivel del segundo ciclo de Educación Infantil -3 años- mediante un robot de suelo de direccionalidad programada. En el seno de la metodología observacional se ha conseguido caracterizar la capacidad de pensamiento computacional de los escolares de Educación Infantil-3años, en los diferentes problemas que conforman la propuesta de intervención diseñada. La fiabilidad de los datos, en forma de concordancia inter-observadores, ha sido garantizada mediante el coeficiente Kappa. Un análisis de generalizabilidad avala el muestreo observacional realizado. El desarrollo de las capacidades de organización espacial y autoevaluación del alumno, así como la intervención de la maestra, se han relevado como aspectos claves en la resolución de problemas matemáticos por medio del pensamiento computacional en Educación Infantil-3años. A sequence of problems of increasing difficulty is presented to develop computational thinking in the first level of the second cycle of Early Childhood Education -3 years- by means of a programmed directionality ground robot. With the use the observational methodology, it has been possible to characterize the computational thinking capacity of Early Childhood Education -3 years old- schoolchildren, in the different problems that make up the intervention proposal designed. The reliability of the data has been guaranteed, in the form of inter-observer agreement, by means of the Cohen's Kappa coefficient. A generalizability analysis supports the observational sampling carried out. The development of the capacities of spatial organization and self-evaluation of the student, as well as the intervention of the teacher, have been revealed as key aspects in the resolution of mathematical problems through computational thinking in Early Childhood Education -3 years old-.

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.

Fostering Computational Thinking and Creativity in Early Childhood Education

2020 ◽  
pp. 324-347 ◽  
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.

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.

Sign in / Sign up

Export Citation Format

Share Document