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In a Reply to this post complete parts 1 and 2 below
Part 1
- Create one prompt for a Computational Thinking activity suitable for a class of your choice from Junior-Infants to 2nd class.
- You can use a book, story or movie as part of the prompt.
- Make sure to include a list of resources needed.
- Use slide 9 and 10 in the module presentation as a guide to help you with your prompt.
Part 2
- Read Review “The state of the field of computational thinking in early childhood education” pages 18-45 (Bers, M., A. Strawhacker and A. Sullivan, 2022)
- Write a reflective piece (minimum 100 words).
- Summarise the key findings and insights from the article, highlighting the importance of computational thinking in early childhood education.
- Share your thoughts on how early childhood educators can effectively integrate computational thinking into their teaching practice.
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The Mission- Build a House to stay strong against the Wolf
Based on the Fairytale – The Three Little Pigs
Resources/Materials provided
Paper straws as straw
Lolly pop sticks as logs/wood
Blocks as bricks
Once built, the group use a straw to try and blow their house down and decide which material is most suitable for building.
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Assignment 1
Book: Stickman by Julia Donaldson and Axel Scheffleur.
Computational Activity : In pairs/small groups, create Stickman using a mix of natural objects (sticks, leaves) and arts and crafts resources. What would be needed to have an appropriate /suitable stick? Think about how stickman’s arms will be attached on to his body.
Extension: Think about a problem that Stickman faces during the story and create something for him to help him at this stage (e.g. when a dog wants to play with him, build a cage for him to crawl into or when he gets thrown over the bridge, create a parachute for him)
Resources: sticks, leaves, twine, cardboard tubes, pipe cleaners, googly eyes, glue, elastic band, cardboard, markers
Assignment 2:
The most important pieces of information I got from this article was to remember that pupils learn best when they are creators of technology rather than just consumers. Getting the pupils involved in every step of the activity allows so many more skills to be developed such as creativity, collaboration, resilience and perseverance, problem solving , communication skills, socio emotional skills etc .
As with anything new, teachers need time to learn about what computational thinking is and they need time to plan how best this can be integrated into their lesson plans.
Finally teachers need support and guidance on what programmes and resources are best to use so that schools can invest in developmentally appropriate tools. Talking to neighbouring schools and setting up networks where teachers can chat about their experiences would help with this.
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Part 1
Tell the children they are going to bath a baby doll. Ask them to choose the equipment they need (providing some distractors), and put these on the table. Ask what they do first; make sure water is in the bath and that the cloth is wet. Ask questions such as ‘Why do we use soap?’. Dry the doll. Children put the equipment away as directed.
Computational Thinking – communication and language, logic, deconstruction, debugging, sequence.
Resources: bath or bowl, water, towel, cloth, soap, doll.
Part 2
The role of technology in early childhood education tends to be a controversial topic. On one side, teachers recognise that children will benefit from using the newest technology early and often but are also acutely aware of the need to protect children from technology because of the potential dangers of exposing children to too much screen time and an unsupervised internet. As an early childhood educator, I believe we can be both careful and creative in the ways we introduce children to technology and teach them about computer science. It is of vital importance that children should not only develop their literacy skills such as reading, writing, and maths, but also learn CT-related problem-solving skills such as logical thinking, sequencing abilities, abstraction, and algorithms. I agree whole-heartedly with the article when it states that children being exposed to computational thinking from a young age provides ‘real-world relevance’ to learning. In the early years, computational thinking can be explored through the use of ‘unplugged’ activities in the classroom, requiring no access to digital devices. I think this would be a useful and important step in progressing the children’s understanding of computational thinking.
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The use of technology has changed hugely in recent years in early childhood education. I believe the challenge for us as teachers is to get the balance right in our classrooms in preparing children for a future which in many respects is unknown to us. Children who use technology and experience computational thinking are able to generalise their learning into broader areas and skills. Research shows us that computational thinking also promotes prosocial and social development in young children. I believe digital technology can be seen as a negative and controversial subject for young children but often what is forgotten is the use of digital technology in the school and in the home are two very different experiences. Ongoing training and support for early educators/primary teachers is essential in order to integrate computational thinking into learning in our schools.
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Hi Gillian,
Thank you for your post here. It is certain that approaches to the use of digital technology in education have changed radically in recent years. You are correct to point out how important it is that a balance is maintained across all teacher-led instruction. We must ensure that children are developing the digital skills required for the 21st century, whilst also ensuring they have other relevant knowledge and skills that can be acquired through education. Certain approaches to the development of use of computational thinking programs can allow for this balance to be be achieved.
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Part A
The Mission– Build a Wall to will prevent Humpty Dumpty falling off
Based on: Nursery Rhyme – Humpty Dumpty
Resources/Materials provided
- 20 Lollipop sticks
- 5 pieces of Card
- Glue stick
- Scissors
- Paint (to decorate)
Once built, the group will place an egg on the wall to see if the egg will fall off
Part B
The article focuses on the importance of incorporating computational thinking into the classroom at a young age to inspire children to produce their own creative playful artefacts rather than be consumers of other peoples work.
It highlights how teachers can incorporate computational thinking into their practice by starting with unplugged activities to build up the skill of breaking down problems. It includes lots of ideas for teaching to use such as digital games and mazes to support learning computational thinking skills without using programming language. Examples include using lightbot which is popular among young children. Other activities include, kodable, cargobot, code.org. Code. Org has lots of resources that teachers can use that appeal to children such as Code with Anna and Elsa, Dragon Blast, Candy Quest. Young children enjoy these activities as they have specific levels and sequential tasks. This is useful for a teacher as it is easy to differentiate for pupils. Another use approach is to introduce robotic kits that enables pupils to explore computer science in a hands-on way.
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Task 1
Prompt for a Computational Thinking activity for class Junior Infants to 2nd class
Movie – “Up”
Create, plan and design a parachute to float over the waterfall.
Resources required: various materials, paper, string, cardboard box constructed to hold Lego figure, pen, pencil, colouring equipment, cardboard, pins, clips, whiteboard, planning, design and reflection documents. Digital resources to document work.
Task 2
“The state of the field of computational thinking in early childhood education”
The document was very insightful and interesting and considered many aspects to supporting children as they learn, play and develop computer and CT skills, attitudes and abilities. The document considered the whole community, from family, school and places of learning in our world, the third teacher. Consideration of engagement, play, creativity and age appropriate resources were noted. The importance of Digital Citizenship was considered with screen time, along with the importance of social time, with children working together. The work looked at how computational thinking integrates with each curricular area. The document suggested numerous resources both online and unplugged and highlighted how computational thinking is being addressed in different countries.
Support for families, schools and teacher’s professional development was highlighted, with consideration in relation to access and equity for our children highlighted as an area of importance for policy makers to address.
The report concludes with considering key takeaways for policy makers in that the early years are critical in development when it comes to fostering CT and computer science education, how children can master key skills and how there is a growing need to incorporate some form of computer science or CT into their curricula and early years’ levels of education. This is highlighted within the review which requires policy makers to ensure that tailored professional development and support is critical in integrating CT into our teaching and learning, along with support and resources to allow for family engagement, in supporting the learning of our children.
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Part 1
Based on: The Billy Goats Gruff
Resources:
Lego blocks/ duplo
Paper
Cards of different widths
Different sized duplo blocks with a printed/ drawn on face of a goat- 3 goats and one troll- Small Baby Gruff, Medium Mammy Gruff and Large Daddy Gruff and the Troll
The children are encouraged to build two pillars using the lego and then to construct their bridge using the paper and card. They will then test them out for the different goats to see which will hold the goats and save them from the Troll.
Part 2
The article was very interesting. Children in early education are naturally curious and pick up new concepts easily. They are also generally exposed to some sort of technology early in their development. However, it seems the research is still in its infancy and requires more time to make firm conclusions to any benefits/ disadvantages of computation thinking being taught in early educational settings.
In my opinion early educators are teaching computational thinking organically on a daily basis. Things such as following instructions in the correct order when completing tasks or thinking about conditional statements such as it is raining, we should wear our coats. Through Aistear they might be problem solving in their Small World or construction play- such as building using blocks.
Teaching computation thinking at an early age helps children to become better critical thinkers which is a huge benefit to them in their later lives.
Early educators have so many opportunities to promote computational thinking throughout the day. From unplugged STEAM activities based on stories or topics they are covering to using technology to compliment what they are learning. Simple coding games such as Daisy Dinosaur could even be introduced. Other great resources to suit all ages are the Sphero Indie and Beebots. The children can be introduced to simple coding using these resources and then they can build on the knowledge as they progress through school.
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Part 1:
Three Little Pigs House Challenge
Class: Junior Infants to 2nd Class
Prompt: “Help the Three Little Pigs construct sturdy houses that can withstand the Big Bad Wolf’s huffing and puffing! Use provided materials to design and build strong houses for each pig.”
Resources: Craft sticks, cotton balls, straws, paper plates, glue, scissors, markers, tape
Part 2:
The article explores the integration of computational thinking into early childhood education. It acknowledges that while research is still evolving, children’s inherent curiosity and exposure to technology create a conducive environment for teaching CT concepts. The importance of CT in developing critical thinking skills is highlighted. The article suggests that early educators are already incorporating CT organically through tasks like following instructions and problem-solving during play activities.
The document emphasises the role of educators in promoting CT, with ideas ranging from unplugged STEAM activities to coding games like Daisy Dinosaur. Resources like Sphero Indie and Beebots are mentioned as tools for teaching coding basics, nurturing skills that can be built upon as children progress through school. The need for family, school, and community support is stressed, along with considering digital citizenship and equitable access.
The article underscores the importance of early exposure to CT, encouraging children to create rather than consume technology. Starting with unplugged activities to break down problems, educators can gradually introduce digital games, puzzles, and coding languages. Lightbot, Kodable, and Code.org are suggested platforms. Robotic kits are also recommended for hands-on exploration.
Incorporating CT into early childhood education cultivates critical thinking, problem-solving, and creativity and are essential skills for the digital age. The article’s insights emphasise the need for a balanced and developmentally appropriate approach to integrating CT into young learners’ lives.
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TASK 1.
Theme/Basis: Jurassic Park
Prompt:
In small groups, use K’nex or similar to build enclosures to hold a small, a medium, and a large dinosaur toy.
Pupils need to think about planning/design, dividing tasks amongst the team, physics like ‘strong shapes’ to keep their structure stable, etc.
Resources:
Dinosaur toys, K’nex, whiteboards and markers for planning.
Extension option 1:
For younger groups or those with less experience in similar projects, they could also be challenged to think about the space as a home/habitat. Does the dinosaur have water to drink? What kind of food to they eat and where are they getting it? Where do they sleep? etc.
Extension option 2:
To make the challenge more difficult, the final structures can be put through a ‘shake test’ where they are placed on a table and shaken to test stability. Does the dinosaur escape?
TASK 2:
The parts of this article that stood out to me were the insights into the benefits of computational thinking and IT skills to early education which are not necessarily obvious. While I think most people would list the development of skills like problem-solving, sequencing, etc., I found it really interesting that the article also presents evidence that these activities can have a positive influence on social and emotional learning (e.g. collaboration, peer support), and executive function such as self-regulation and working memory. These are probably the opposite of what one would expect!
A metaphor that I really liked in this article was the idea that coding languages or softwares that are effective in supporting the development of young children’s CT skills should be “more like playgrounds rather than playpens.” This means that while both allow for playful, enjoyable, learning experiences, they should be much more open-ended and allow for exploration and trial and error, rather than being adult-led and restricted, where the child may be developing one particular competency but missing out on any more meaningful learning involved in the process.
I think these are both key principles to bear in mind when integrating CT practices into the classroom. Allowing it to co-exist with both holistic learning and curricular learning and placing value both on the specific learning and the secondary (e.g. the collaborative aspects as mentioned above); and striving to make the learning experiences for students be as open and adaptable as possible.
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Task 1:
Theme/Story: Hansel and Gretel
Prompt:
In pairs create an algorithm for Hansel and Gretel (Lego figures) to travel through the forest (Flat egg carton) safely without entering any of the big bad wolfs cages (black crepe paper) whilst gathering as much candy as possible (buttons) to get to Grandma house (small brown box at the end) in the least amount of moves.
Only movements allowed (up, down, right, left)
Resources:
- 2 lego figures
- 2x flat egg cartons
- black crepe paper in a ball shapes
- coloured buttons
- brown cube box
- whiteboard to write algorithm.
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Part One
Nursery Rhyme – Jack and Jill
Help Jack and Jill figure out how to fetch a pail of water without tumbling down the hill by designing a path and steps that keep them steady and safe
Resources:
- Model hill
- Miniature figues
- Arts and craft supplies (paper, pencils, markers, scissors, glue)
- Small pail or container
Part Two
I found this piece of writing very interesting. The formative years of early childhood are pivotal for nurturing computational thinking and computer science education. Early computational thinking exposure not only aids in digital literacy development but also combats stereotypes. Young children can adeptly grasp computational thinking concepts like algorithms, modularity, and debugging. Countries’ increasing integration of computational thinking into their curriculum aims to enhance quality computational thinking education. However, digital tools should enhance, not replace, traditional learning interactions. Employing age-appropriate tools is vital for computational thinking initiative success. Policymakers should prioritize play-based, screen-free unplugged approaches aligned with early learning research. computational thinking staff require tailored professional development for effective computational thinking integration. Family involvement is crucial as parents are primary educators. Yet, more research is needed for informed policy and practice in computational thinking education for children, encompassing skill relationships, socio-emotional outcomes, and scalable strategies.
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Mission – Build 3D Shapes – MATH
Prompt – Build 3D shapes that you can stack and and slide
Students have to figure out what 3D shapes can stack and slide and how the would go about building these shapes, that will be solid and sturdy. Students have to work in pairs.
Resources
Lollipop sticks
sellotape
blutack
elastic bands
whiteboards and markers
TASK 2
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Mission – Build 3D Shapes – MATH
Prompt – Build 3D shapes that you can stack and and slide
Students have to figure out what 3D shapes can stack and slide and how the would go about building these shapes, that will be solid and sturdy. Students have to work in pairs.
Resources
Lollipop sticks
sellotape
blutack
elastic bands
whiteboards and markers
TASK 2
<span style=”color: #374151; font-family: ‘Comic Sans MS’; font-size: 10pt;”>The State of the Field of Computational Thinking in Early Childhood Education” offers a comprehensive analysis of the dynamic interplay between computational thinking (CT) and early childhood education (ECE). This review encapsulates a wealth of theoretical contributions, empirical research, curriculum development, and frameworks that shape this burgeoning field. While research efforts have burgeoned in recent years, the article underscores the need for more rigorous scientific studies to provide definitive insights into the effects of CT education in early childhood and the conditions for its scalable implementation.</span>
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