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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 second 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.
Please Note: Participants who use Word to write their assignments and then copy and paste these into the forum may find that additional extraneous formatting is brought across. To avoid this, either right click in the post window and choose ‘Paste as Plain Text’ or use the keyboard shortcut cmd+shift+v. Alternatively, you can first paste the content into Notepad (Or similar) and then copy it from here to the topic window.
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PART 1:
Activity Prompt: The Robot’s Adventure – Unplugged Computational Thinking
Class: 1st Class
Activity Description:
In this unplugged computational thinking activity, students will embark on a storytelling journey inspired by a robot’s adventure. Through this creative activity, students will practice sequencing, problem-solving, and critical thinking skills as they guide the robot through various challenges using simple commands.
Resources Needed:
Picture book: “The Adventures of Robo the Robot”
Large chart paper or whiteboard
Markers or crayons
Index cards or sticky notes
Optional: Robot-themed props or cutouts
Activity Steps:
Introduction (10 minutes):
Begin by reading the picture book “The Adventures of Robo the Robot.” The story should involve the robot facing different challenges and finding solutions using commands.
Discussion (5 minutes):
Engage the students in a discussion about the story. Ask questions like:
What challenges did Robo face in the story?
How did Robo solve these challenges?
What do you think helped Robo make the right decisions?
Command Sequencing (15 minutes):
Explain that the students will now become “programmers” and give commands to guide Robo through their own adventure.
Set up a large chart paper or whiteboard as the “adventure path” and draw various scenes or obstacles.
Give each student or group of students a set of index cards or sticky notes.
On each card, they should write a command (e.g., “Move forward,” “Turn left,” “Jump,” “Stop”) that Robo should follow.
Students arrange the cards in sequence to create a set of instructions for Robo’s adventure path.
Storytelling and Execution (10 minutes):
Invite students to share their command sequences and explain the story they’ve created for Robo.
Follow the instructions step by step, physically moving through the adventure path.
Reflect and Iterate (5 minutes):
After completing the adventure, discuss how well Robo fared and whether any changes could improve the outcome.
Emphasise the importance of correct sequencing and problem-solving in achieving successful outcomes.
Extension (Optional):
Encourage students to swap their command sequences and try out each other’s adventures. Use props or cutouts to add a tactile element to the storytelling.
Learning Objectives:
Develop sequencing skills by creating a logical sequence of commands. Enhance problem-solving abilities by overcoming challenges in the adventure. Practice critical thinking by reflecting on the effectiveness of their command sequences.
PART 2:
The article “The State of the Field of Computational Thinking in Early Childhood Education” by Bers, Strawhacker, and Sullivan (2022) underscores the significance of the early years in shaping children’s computational thinking (CT) skills and abilities. This developmental phase offers both excitement and challenges, as educators, researchers, and policymakers must tailor tools and approaches to suit young learners’ characteristics: limited attention spans, eagerness to explore through hands-on activities, and an innate honesty in expressing engagement and frustration.
The article emphasizes that early childhood is a pivotal period for fostering children’s natural curiosity and nurturing CT skills. International studies reveal that diverse children can grasp CT concepts, connecting them to traditional domains of learning and supporting cognitive and social development. The article also underscores the importance of equitable CT education, stressing that exposure from a young age is crucial to promoting diversity and inclusion in STEM fields.
For policymakers, the article highlights key takeaways: Early childhood (ages 3-8) is critical for cultivating CT skills, promoting digital literacy, and addressing social equity concerns. Young children can master CT concepts, providing a foundation for their future learning. Incorporating CT into curricula is essential, but digital tools should complement traditional learning methods. Age-appropriate tools, especially “unplugged” approaches, are vital for success. ECEC staff and families play key roles; policymakers should provide training and resources.
Further scientific research is needed to guide policy and practice, exploring CT’s impact on cognitive and socio-emotional outcomes and effective implementation strategies. In light of this, early childhood educators can effectively integrate CT by: Selecting developmentally appropriate tools that align with children’s learning styles. Incorporating play-based, hands-on activities to foster engagement and exploration. Providing tailored professional development for educators. Engaging parents and caregivers in CT activities to support children’s holistic development.
Overall, this article underscores the importance of cultivating CT skills during early childhood, ensuring equitable access to digital literacy, and promoting thoughtful integration into educational practices to prepare young learners for an increasingly technology-driven world.
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<p style=”margin: 0px; font-style: normal; font-variant-caps: normal; font-stretch: normal; font-size: 12px; line-height: normal; font-family: Helvetica; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal;”>Computational Thinking Activity: “The Magic Beanstalk Growth”</p>
<p style=”margin: 0px; font-style: normal; font-variant-caps: normal; font-stretch: normal; font-size: 12px; line-height: normal; font-family: Helvetica; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal; min-height: 14px;”></p>
<p style=”margin: 0px; font-style: normal; font-variant-caps: normal; font-stretch: normal; font-size: 12px; line-height: normal; font-family: Helvetica; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal;”>Prompt:</p>
<p style=”margin: 0px; font-style: normal; font-variant-caps: normal; font-stretch: normal; font-size: 12px; line-height: normal; font-family: Helvetica; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal;”>Using the story of “Jack and the Beanstalk,” students are to plan and create a pathway for their programmable robot (like a Bee-Bot) that mimics the growth of the magical beanstalk. Throughout this journey, students will encounter different challenges and milestones, representing aspects of the story, such as the bean being planted, the beanstalk’s growth, the appearance of the castle in the sky, and finally, the descent back down. Students need to code their robot to stop, move, or change direction at each significant event in the story.</p>
<p style=”margin: 0px; font-style: normal; font-variant-caps: normal; font-stretch: normal; font-size: 12px; line-height: normal; font-family: Helvetica; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal; min-height: 14px;”></p>
<p style=”margin: 0px; font-style: normal; font-variant-caps: normal; font-stretch: normal; font-size: 12px; line-height: normal; font-family: Helvetica; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal;”>Objective:</p>
<p style=”margin: 0px; font-style: normal; font-variant-caps: normal; font-stretch: normal; font-size: 12px; line-height: normal; font-family: Helvetica; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal;”>This activity combines the joy of storytelling with the fundamentals of coding, igniting curiosity and enhancing problem-solving and computational thinking.</p>
<p style=”margin: 0px; font-style: normal; font-variant-caps: normal; font-stretch: normal; font-size: 12px; line-height: normal; font-family: Helvetica; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal; min-height: 14px;”></p>
<p style=”margin: 0px; font-style: normal; font-variant-caps: normal; font-stretch: normal; font-size: 12px; line-height: normal; font-family: Helvetica; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal;”>Grade Level:</p>
<p style=”margin: 0px; font-style: normal; font-variant-caps: normal; font-stretch: normal; font-size: 12px; line-height: normal; font-family: Helvetica; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal;”>1st Class</p>
<p style=”margin: 0px; font-style: normal; font-variant-caps: normal; font-stretch: normal; font-size: 12px; line-height: normal; font-family: Helvetica; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal; min-height: 14px;”></p>
<p style=”margin: 0px; font-style: normal; font-variant-caps: normal; font-stretch: normal; font-size: 12px; line-height: normal; font-family: Helvetica; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal;”>Resources Needed:</p>
<p style=”margin: 0px; font-style: normal; font-variant-caps: normal; font-stretch: normal; font-size: 12px; line-height: normal; font-family: Helvetica; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal; min-height: 14px;”></p>
<p style=”margin: 0px; font-style: normal; font-variant-caps: normal; font-stretch: normal; font-size: 12px; line-height: normal; font-family: Helvetica; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal;”>The “Jack and the Beanstalk” storybook or a digital version of the story.</p>
<p style=”margin: 0px; font-style: normal; font-variant-caps: normal; font-stretch: normal; font-size: 12px; line-height: normal; font-family: Helvetica; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal;”>A programmable robot (like Bee-Bot).</p>
<p style=”margin: 0px; font-style: normal; font-variant-caps: normal; font-stretch: normal; font-size: 12px; line-height: normal; font-family: Helvetica; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal;”>Large grid mats or taped floor grids to set the pathway.</p>
<p style=”margin: 0px; font-style: normal; font-variant-caps: normal; font-stretch: normal; font-size: 12px; line-height: normal; font-family: Helvetica; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal;”>Printed or hand-drawn cards indicating key events in the story (bean planting spot, the growth of the beanstalk, castle, etc.).</p>
<p style=”margin: 0px; font-style: normal; font-variant-caps: normal; font-stretch: normal; font-size: 12px; line-height: normal; font-family: Helvetica; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal;”>Coding command cards to help students visualize the steps.</p>
<p style=”margin: 0px; font-style: normal; font-variant-caps: normal; font-stretch: normal; font-size: 12px; line-height: normal; font-family: Helvetica; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal;”>Activity Breakdown:</p>
<p style=”margin: 0px; font-style: normal; font-variant-caps: normal; font-stretch: normal; font-size: 12px; line-height: normal; font-family: Helvetica; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal; min-height: 14px;”></p>
<p style=”margin: 0px; font-style: normal; font-variant-caps: normal; font-stretch: normal; font-size: 12px; line-height: normal; font-family: Helvetica; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal;”>Introduction: Begin by reading or recounting the “Jack and the Beanstalk” story. Emphasize the journey of the beanstalk’s growth and the various events that unfold.</p>
<p style=”margin: 0px; font-style: normal; font-variant-caps: normal; font-stretch: normal; font-size: 12px; line-height: normal; font-family: Helvetica; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal;”>Setting the Scene: Lay out the grid mat and place the event cards at different points on the grid. Explain to the students that this grid represents the journey of Jack and the beanstalk.</p>
<p style=”margin: 0px; font-style: normal; font-variant-caps: normal; font-stretch: normal; font-size: 12px; line-height: normal; font-family: Helvetica; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal;”>Group Activity: Divide the class into small groups and provide each group with a programmable robot and coding command cards. Task them with planning and coding a sequence that guides the robot through the beanstalk’s journey, stopping or changing direction at each event.</p>
<p style=”margin: 0px; font-style: normal; font-variant-caps: normal; font-stretch: normal; font-size: 12px; line-height: normal; font-family: Helvetica; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal;”>Sharing and Reflection: After the coding sequences are complete, each group showcases their coded journey, explaining their choices. Students then discuss the similarities and differences in each group’s approach, promoting collaboration and knowledge construction.</p>
<p style=”margin: 0px; font-style: normal; font-variant-caps: normal; font-stretch: normal; font-size: 12px; line-height: normal; font-family: Helvetica; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal;”>By combining a classic story with hands-on coding activities, students are immersed in a rich STEM experience, fostering curiosity, problem-solving, collaboration, and computational thinking. The familiar context of the story also aids in making complex computational concepts accessible and relatable for young learners.</p>
Reflection on Computational Thinking in Early Childhood Education
Reading through the comprehensive study on the state of Computational Thinking (CT) in early childhood education, I was deeply struck by its emphasis on the formative years as a foundational period for integrating such skills. The research convincingly presented that early childhood is a pivotal phase to nurture children’s inherent curiosity and foster their budding CT skills. Worldwide studies illuminated how this nascent discipline can not only bridge connections to more traditional learning realms but also holistically support cognitive and socio-emotional growth.
Reflecting on my journey as an educator, I’m reminded of the countless times young learners showcased their impeccable ability to adapt, explore, and innovate. With this perspective, introducing them to CT concepts such as algorithms, debugging, and representation becomes not just feasible but essential. While there is an evident rise in the demand to integrate CT into early curricula, the balance of technology with traditional learning mediums is a challenge.
From my standpoint, the key for early childhood educators would be to craft a play-based, experiential learning environment. By harnessing developmentally appropriate, often screen-free tools, children can be gently ushered into the world of CT. The beauty lies in integrating CT into daily activities, like storytelling or arts, making it a seamless learning experience. As educators, we should also recognize the significance of ongoing training and support in this journey, and most importantly, collaboration with families. After all, for a child, the world is a playground, and introducing them to CT is just adding another exciting game to explore.
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<li style=”font-style: normal; font-variant-caps: normal; font-stretch: normal; font-size: 12px; line-height: normal; font-family: Helvetica; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal;”>Early Exposure to CT: The formative years (ages 3-8) are critical for introducing CT and computer science education. Introducing CT early can prevent stereotypes and ensure equitable digital literacy opportunities for all young children.
<li style=”font-style: normal; font-variant-caps: normal; font-stretch: normal; font-size: 12px; line-height: normal; font-family: Helvetica; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal;”>Mastering CT Concepts: Even at a young age, children can grasp a range of CT concepts including algorithms, modularity, and debugging.
<li style=”font-style: normal; font-variant-caps: normal; font-stretch: normal; font-size: 12px; line-height: normal; font-family: Helvetica; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal;”>Demand for CT in Curricula: There’s a growing push for countries to embed computer science or CT in their early education curricula to enhance access to quality CT education.
<li style=”font-style: normal; font-variant-caps: normal; font-stretch: normal; font-size: 12px; line-height: normal; font-family: Helvetica; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal;”>Balancing Technology with Traditional Learning: While digital technology has its place in early childhood education, it should enhance, not replace, interactions with conventional learning materials and games.
<li style=”font-style: normal; font-variant-caps: normal; font-stretch: normal; font-size: 12px; line-height: normal; font-family: Helvetica; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal;”>Developmentally Appropriate Tools: It’s crucial to select age-appropriate tools for young learners, aligning with recommendations around early learning and limited screen time. Play-based and “unplugged” methods can be particularly effective.
<li style=”font-style: normal; font-variant-caps: normal; font-stretch: normal; font-size: 12px; line-height: normal; font-family: Helvetica; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal;”>Professional Development: Early childhood educators need tailored training and resources to effectively integrate CT into their teaching practices.
<li style=”font-style: normal; font-variant-caps: normal; font-stretch: normal; font-size: 12px; line-height: normal; font-family: Helvetica; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal;”>Family Engagement: Parents and caregivers play a significant role in a child’s early education, making their involvement vital in any CT initiative.
<li style=”font-style: normal; font-variant-caps: normal; font-stretch: normal; font-size: 12px; line-height: normal; font-family: Helvetica; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal;”>Need for Further Research: More studies are required to guide CT education policies for young children, exploring the relationship between CT skills and early cognitive and socio-emotional outcomes. -
Activity Name: “Jack’s Beanstalk Route with Sphero Indi”
Background: Jack needs help navigating through the giant’s world and finding his way back down the beanstalk. Students will use computational thinking to help Jack (represented by the Sphero Indi robot) navigate the obstacles in the giant’s world and return safely.
Prompt: You’ve just read “Jack and the Beanstalk”. Imagine if Jack had a small robot friend, Sphero Indi, to help him navigate the dangers in the giant’s world. How would Jack program Indi to move around obstacles like the giant’s boots or the golden goose, and then find his way down the beanstalk?
Resources Needed:
Storybook or digital version of “Jack and the Beanstalk”.
Sphero Indi robot.
Printed or drawn obstacles (e.g., giant’s boots, golden goose, harp).
Colored tape or markers for marking paths on the floor.
Printed or drawn representation of the beanstalk.
Procedure:
Read “Jack and the Beanstalk” or recap the main events of the story.
Discuss the challenges Jack faced in the giant’s world.
Introduce the Sphero Indi robot and explain that this is Jack’s robot helper.
Demonstrate basic Sphero Indi programming/movement commands.
Place the obstacles around the room or designated area.
Students are tasked with planning a route and then programming Sphero Indi to navigate around the obstacles and move towards the beanstalk.
Learning Outcomes:
Decomposition: Break down the story and identify key elements that present challenges for Jack (and Indi).
Pattern Recognition: Recognize patterns or commonalities in how obstacles are placed or could be navigated around.
Abstraction: Simplify complex problems by focusing on important details. For example, instead of worrying about every detail of the giant’s world, students focus on key obstacles to navigate.
Algorithm Design: Design step-by-step instructions (algorithm) to program Sphero Indi to navigate through the course.
Physical Coding and Testing: Program Sphero Indi using its color-coded language and test the robot’s route, refining their approach as needed.
Collaboration and Communication: Students can work in pairs or small groups, fostering teamwork and communication skills.
Reflection:
Reading through the comprehensive study on the state of Computational Thinking (CT) in early childhood education, I was deeply struck by its emphasis on the formative years as a foundational period for integrating such skills. The research convincingly presented that early childhood is a pivotal phase to nurture children’s inherent curiosity and foster their budding CT skills. Worldwide studies illuminated how this nascent discipline can not only bridge connections to more traditional learning realms but also holistically support cognitive and socio-emotional growth.
Reflecting on my journey as an educator, I’m reminded of the countless times young learners showcased their impeccable ability to adapt, explore, and innovate. With this perspective, introducing them to CT concepts such as algorithms, debugging, and representation becomes not just feasible but essential. While there is an evident rise in the demand to integrate CT into early curricula, the balance of technology with traditional learning mediums is a challenge.
From my standpoint, the key for early childhood educators would be to craft a play-based, experiential learning environment. By harnessing developmentally appropriate, often screen-free tools, children can be gently ushered into the world of CT. The beauty lies in integrating CT into daily activities, like storytelling or arts, making it a seamless learning experience. As educators, we should also recognize the significance of ongoing training and support in this journey, and most importantly, collaboration with families. After all, for a child, the world is a playground, and introducing them to CT is just adding another exciting game to explore.
Key Findings:
Early Exposure to CT: The formative years (ages 3-8) are critical for introducing CT and computer science education. Introducing CT early can prevent stereotypes and ensure equitable digital literacy opportunities for all young children.
Mastering CT Concepts: Even at a young age, children can grasp a range of CT concepts including algorithms, modularity, and debugging.
Demand for CT in Curricula: There’s a growing push for countries to embed computer science or CT in their early education curricula to enhance access to quality CT education.
Balancing Technology with Traditional Learning: While digital technology has its place in early childhood education, it should enhance, not replace, interactions with conventional learning materials and games.
Developmentally Appropriate Tools: It’s crucial to select age-appropriate tools for young learners, aligning with recommendations around early learning and limited screen time. Play-based and “unplugged” methods can be particularly effective.
Professional Development: Early childhood educators need tailored training and resources to effectively integrate CT into their teaching practices.
Family Engagement: Parents and caregivers play a significant role in a child’s early education, making their involvement vital in any CT initiative.
Need for Further Research: More studies are required to guide CT education policies for young children, exploring the relationship between CT skills and early cognitive and socio-emotional outcomes.
thoughts on how early childhood educators can effectively integrate computational thinking into their teaching practice.:
Drawing inspiration from the document “THE STATE OF THE FIELD OF COMPUTATIONAL THINKING IN EARLY CHILDHOOD EDUCATION,” I believe that the integration of computational thinking (CT) into early childhood education holds immense potential. Here are my reflections on how early childhood educators can achieve this integration effectively:
Start with Playful Learning: Just as Marina Umaschi Bers and her colleagues suggest, a child’s natural inclination towards play can be a strong foundation for CT. Tools like tangible programming languages and robotics kits, designed for young learners, can be integrated into play sessions. This ensures that children are learning CT concepts in a fun and interactive manner.
Integrate CT Across Subjects: Computational thinking isn’t just about coding. The logic, problem-solving, and structured thought processes that underpin CT can be woven into a range of subjects. For instance, sequencing activities in language arts or pattern recognition in math can all incorporate elements of CT.
Use Storytelling: The DevTech Research Group’s work emphasizes the power of storytelling. Educators can frame CT concepts within stories that children can relate to, making abstract concepts more concrete and relatable.
Collaborative Activities: Children learn effectively in collaborative environments. Group activities that require problem-solving or the creation of a shared project can instill CT concepts like decomposition (breaking problems down) and debugging (identifying and fixing errors).
Professional Development: As the OECD paper likely underscores, educators themselves need to be equipped with the knowledge and skills to teach CT. Regular training sessions, workshops, and seminars can ensure they remain updated with the latest in CT pedagogy.
Assessment Through Projects: Instead of traditional testing, CT understanding in young children can be assessed through projects. By observing how a child approaches a problem, uses resources, and arrives at a solution, educators can gain insight into their CT skills.
Encourage Curiosity: Children are naturally curious. By fostering an environment where questions are encouraged, educators can guide children towards computational problem-solving. For example, if a child asks, “Why does it rain?”, an educator can guide them through a logical sequence of understanding the water cycle, using CT concepts.
Connect with Real-world Applications: Bringing real-world context to CT can make it more engaging. For instance, explaining how algorithms work in the context of baking a cake or setting up a playdate can make the concept more relatable for young learners.
In conclusion, the early years are formative, and introducing computational thinking at this stage can set the foundation for lifelong learning and problem-solving. As educators, our role is to facilitate this introduction in a manner that is engaging, relevant, and playful. With the right resources and methodologies, as highlighted by the DevTech Research Group and the OECD, we can ensure that our young learners are well-equipped for the digital age.
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**Part 1 – Computational Thinking Activity Prompt:**
**Activity:** Algorithm Adventure with Story Characters
**Grade:** Junior Infants (4-5 years old)
**Prompt:**
**Resource:** The book “The Very Hungry Caterpillar” by Eric Carle
**Description:** After reading “The Very Hungry Caterpillar,” invite the students to create a simple algorithm (sequence of steps) that represents the caterpillar’s journey from eating to turning into a butterfly. Discuss the concept of sequences and steps, using the caterpillar’s actions as examples. Then, have students work in pairs to draw pictures or use symbols to represent the caterpillar’s steps. They can place the pictures in the correct order, creating their own visual algorithm. This activity introduces the foundational idea of sequencing and basic algorithmic thinking in a playful and relatable context.
**Resources Needed:**
– “The Very Hungry Caterpillar” by Eric Carle
– Drawing materials (paper, crayons/markers)
– Pre-made picture cards of caterpillar’s actions (eating, resting, spinning cocoon, becoming a butterfly)
**Part 2 – Reflective Piece:**
Bers, Strawhacker, and Sullivan’s (2022) review highlights the significance of computational thinking (CT) in early childhood education. The research underscores that CT, including concepts such as sequencing, patterns, and problem-solving, can be nurtured in young learners through playful activities. These activities develop not only foundational skills for future computer science but also crucial cognitive and socio-emotional skills.
Integrating CT in early childhood education encourages logical thinking, creativity, and resilience. Educators can incorporate CT by embedding it into existing curricula, blending it with other subjects, and capitalizing on young children’s natural curiosity. By weaving CT concepts into storytelling, arts, and collaborative play, educators can create engaging learning experiences that foster CT skills without overwhelming students.
In this era of technology, nurturing computational thinking from an early age equips children with essential skills for navigating the digital world and developing problem-solving mindsets. Integrating CT in education becomes a symbiotic process, enriching both young minds and educational practices.
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Hi Ríona,
I love how you have taken such a STEM-themed approach to a classic children’s book. I always loved using The Very Hungry Caterpillar with younger classes, and there are a number of messages that can be taken and teased out from the story. There is a clear progression and sequential order to the lesson, e.g. oral recount, picture steps, creating symbols as representations, etc.
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Lesson Plan: Exploring Patterns and Shape with Sphero Indi
Class Level: 2nd class
Subject: Mathematics and STEM
Theme: Shape and Space – Exploring Patterns and 2D Shapes
Learning Objectives:
Identify and create simple patterns using Sphero Indi.
Investigate basic geometric concepts.
Design and execute Sphero Indi’s movement patterns.
Collaborate with peers to complete challenges and tasks.
STEM Skills to be Developed:
Geometry and spatial reasoning.
Critical thinking and problem-solving.
Algorithmic thinking.
Creativity and design.
Collaboration and teamwork.
Materials Needed:
Sphero Indi robot (1 per small group).
Cardboard in various shapes and colours.
Markers, crayons, and other art supplies.
Whiteboard and markers.
Various objects for creating physical patterns (e.g., buttons, beads, blocks).
Safety Considerations:
Ensure that the Sphero Indi robot is used on a safe, flat surface to prevent falls.
Children should handle the Sphero Indi and art supplies with care.
Adult supervision is required during the activity.
Introduction and Explanation (10 minutes):
Begin by discussing patterns in everyday life, such as stripes on a shirt or tiles on a floor.
Introduce the Sphero Indi robot and its capabilities for creating patterns and moving in different directions.
Explain that today’s lesson will focus on patterns and shapes using the Sphero Indi.
Hands-on Activity 1: Creating Patterns (15 minutes):
Divide students into small groups.
Provide each group with a Sphero Indi and a set of objects (buttons, beads, etc.) for creating physical patterns.
Instruct students to collaborate and create a pattern using the objects, then program the Sphero Indi to follow the same pattern using the Sphero Edu app.
Hands-on Activity 2: Geometric Shape Challenge (20 minutes):
Show various geometric shapes (triangle, square, rectangle, circle, etc.) on the whiteboard.
Discuss the properties of each shape (number of sides, corners).
Challenge students to program their Sphero Indi to move and trace a specific shape on the floor.
Encourage students to use the Sphero Edu app’s drawing feature to plan their robot’s path before executing the movement.
Then, instruct the children to create their own shape for Sphero Indi to trace. It can be a regular or irregular shape, or even a picture made up of a collection of shapes. The children will plan their shape on the Sphero Edu app’s drawing feature.
Conclusion:
Gather the students and discuss what they learned about patterns and shapes.
Reflect on the challenges faced and the strategies used during the activities.
Emphasize the importance of collaboration, critical thinking, and creativity in STEM.
Assessment:
Observe students’ active participation, engagement, and collaboration during group activities.
Review the students’ completed patterns, geometric shape challenges, and symmetrical art pieces for accuracy and creativity.
Ask open-ended questions during the reflection session to gauge their understanding of patterns and shapes.
Use informal assessment techniques like class discussions and observations to assess students’ critical thinking and problem-solving skills.
Part 2:
The article emphasizes the importance of developing computational thinking (CT) in the early years. It is a developmental phase, and provides great learning opportunities paired with challenges. There is a huge sense of motivation and engagement in children of this age, but teachers can also be faced with issues such as limited attention spans and difficulty working as part of a group.
Research suggests that children from various backgrounds can engage with CT concepts which promotes cognitive and social development. It is also crucial to ensure equitable access to CT education as this can promote diversity and inclusivity in STEM fields.
It is essential that CT education is prioritised in the early years and the role of educators and families are crucial, therefore adequate training and CPD must be provided. Digital resources that complement traditional classroom approaches are also needed and should be made available.
The article makes clear that more research to guide policy and practice is needed. This research should explore the impact of CT on cognitive and socio-economic outcomes. Effective strategies for implementation should also be explored. Integrating CT effectively can be done by: taking a play-centred learning approach to stimulate engagement, selecting age appropriate tools that align with children’s learning preferences, offering adequate CPD and involving important stakeholders in CT activities to support the holistic development of the child.
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<p dir=”ltr” style=”line-height: 1.38; margin-top: 12pt; margin-bottom: 12pt;”><span style=”color: #000000; font-family: Arial, sans-serif;”><span style=”font-size: 13.3333px; white-space-collapse: preserve;”>Part 1: Exploring Computational Thinking through Rosie’s Walk Class: 1st class Duration 1-2 classes Team Challenge: Guide Rosie Home after her walk to get her home safely for tea. Using the book Rosie’s Walk highlights the journey Rosie has to take to get her home. · Design outfit for Rosie · Plot the route Rosie will take to get her home Objectives Introduce students to the concept of computational thinking through the story “Rosie’s Walk.” Help students identify and apply computational thinking elements in everyday scenarios. Enhance problem-solving and logical thinking skills. Materials Floor grid obstacles for floor grid from the book Rosie’s Walk Book by Pat Hutchins Directional squares Lesson development · Children will be already familiar with the story Rosie’s Walk · Sequence the story Rosies Walk · Model how groups might use the sequencing grid · Assign group roles the Programmer, who places the obstacles and gives the instructions the Controller, who follows the instructions given by the Programmer the De-Bugger , who fixes the instructions if something goes wrong. Obstacles may be moved around as different students take their turn in each role · Groups plan out Rosies journey Sharing and Reflection Have each group present their “walk” to the class, explaining the steps they came up with. Discuss how computational thinking was applied in their plans. Reflect on how computational thinking can be used in everyday situations, beyond just programming or Part 2 The report “The state of the field of computational thinking in early childhood education” was really interesting to read. A lot of the findings surprised me as we use some computational thinking In our school but we haven’t used it at all in the early years setting. As digital coordinator it was fascinating to read the impact it can have on children for their cognitive and social and emotional development especially in the early years setting. The report offered lots of insights of different programmes you can use to help develop children in different areas for example scratch was shown to help improve young children’s sequencing ability. For young children who are just beginning to learn how to collaborate and work together with peers, the design features of many computing technologies can be used to promote social and pro-social development. Early work with technology and young children has shown that computers can serve as catalysts for social interaction in early childhood education classrooms. Whilst Research on computer programming and tangible robotics construction sets have also shown connections to cognitive development. It was also noted that Children are also more likely to ask their peers for help when using a computer, even when an adult is present, thereby increasing the amount of peer collaboration in the classroom. The effect of coding on children was also outlined which was really helpful as we use coding and the hour of code extensively at my school. Research on Code.org’s hour of code activities showed significant changes in their attitudes towards and selfefficacy with computer science. It was also suggested however that this type of coding did not offer as many opportunities for development as block based programming languages, which could be worth looking at for our school. Designing technologies for CT learning Research has shown that many of children’s best learning experiences come when they are engaged not simply in interacting with materials but in designing, creating, and inventing with them. Robotics is a hugely growing area of interest for educators and the report showed technolgoies in robotics for children as young as 2 that can be used to develop their CT skills. New research is constantly updating the benefits and use of unplugged computer science. Some explore how unplugged coding activities (e.g. board game or paper-based coding) compare to unplugged CT activities (e.g. noncoding sorting and pattern matching) when employed in early childhood education. Pedagogical approaches for integrating technology and STEM in early childhood are still in the early adoption phase but are definitely showing huge potential benefits for early education. Positive Technological Development (PTD) framework was outlined as a model to guide the development, implementation and evaluation of educational programmes. It proposes six positive behaviours (six C’s) for programmes support CT. These positive behaviours are content creation, creativity, communication, collaboration, community building, and choices of conduct In the context of CT. This framework would definitely be worth looking at for my school as we have an early years focus this year in our digital strategy. The change of the acronym STEM to STEAM to incorporate arts is becoming more widespread. In early childhood, STEAM education integrates hands-on projects, books, discussions, experiments, art explorations, collaboration, games, and physical play for children to explore these subjects., Robotics kits and programming languages for children integrate STEAM content with arts, crafts, literacy, and music. There has always been a natural overlap and a link to maths with CT and coding but recently the link to literacy is growing and being encouraged. Theoretical models distinguish between CT as a literacy, CT through literacy, and literacy through CT. The research summarised above can lead to practical advice and considerations for those hoping to implement CT initiatives The following recommendations may be helpful for educators seeking to implement CT initiatives in formal early education settings: · Offer CT tools that support children as creators of technology rather than as consumers of technology.). Choosing openended and creative tools such as programmable robotics kits and open-ended programming languages can help to effectively support CT skills in young children. · Invest in developmentally appropriate tools. It is important for early childhood initiatives and curricula to choose tools specifically designed for young children. · Provide adequate and ongoing training and support for ECEC professionals. Research has shown that staff require training and support in order to effectively promote CT and computer science education in the early years. · Provide time for planning and implementation. ECEC staff in different roles will also need adequate time for planning their new curriculum and finding ways to meaningfully inject CT into their existing curriculum and activities. Teachers should be encouraged to think of ways to integrate CT across curricular domains
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Sorry Pat, I have tried multiple times and ways and it’s just not pasting without the formatting.
Heres is the google doc link, let me know if any issues thanks
https://docs.google.com/document/d/1NKX0C84F-yZZG6PinWN-PPiKYm95NeXGYtgGm3fZ45c/edit?usp=sharing
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Part 1
The nursery rhyme Humpty Dumpty could be used as a prompt for a lesson to promote computational thinking in an infant classroom.
Having listened to, and recited the nursery rhyme Humpty Dumpty, the children could be challenged with the task of creating a wall for Humpty Dumpty to sit on.
In this unplugged activity the children will work in groups and using materials provided, collaboratively build a wall structure that can support humpty – hopefully so that he does not fall off again!
The materials choices are plentiful – lego, wooden bricks, straws, polydrons or paper cups.
The children will be encouraged to design a wall that is strong and tall and to consult with their peers on what will be the best approach.
The teacher could use a Humpty Dumpty soft toy to assess the wall structures.
Extension activities like creating a jigsaw of Humpty Dumpty out of card, could also be used to promote collaborative learning and development of problem-solving skills. And discussions of pattern could also follow this challenge and the children could be encouraged to identify patterns in their structures.
Part 2 – Reflective Piece
The article “The State of the Field of Computational Thinking in Early Childhood Education” by Bers, Strawhacker, and Sullivan (2022) highlights the significance of engaging children at a young age in the field of computational thinking taking. The early years are considered crucial to engage children in this type of learning due to their natural curiosity and willingness to learn and computational skills should be treated no differently.
The report identifies the benefits of computational thinking on not only the child’s cognitive behavior but also their social and emotional skills. I was surprised by the statistic that children can have twice as many social interactions in front of a computer than when they are doing other activities (Svensson, 2000)
The report highlights how children can use CT to learn across many subject areas, creating connections and consolidating learning made in more traditional formats. It also stresses the importance of CT reflecting our society in a true and equitable way, without exclusion. Ensuring all children, irrespective of gender, race or background, have access to CT learning will help create more diverse voices in this arena in the future.
In terms of how school can effectively integrate CT into teaching practices, the key for me is getting the staff on board and promoting a positive culture around the use of technology. Engaging in training, working as teams, student and staff mentors – all help to showcase the benefits of this learning.
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Part One
The class level I have chosen is: Senior Infants.
The prompt for the lesson is: The Three Little Pigs
The materials needed are:
Our Maker Space Trolley which will include coloured paper, cardboard, lollipop sticks, match sticks, straw, recycle materials, sellotape, glue and scissors.
The Computational Thinking activity will go as follows:
-After listening to the story of ‘The Three Little Pigs’, the children will be encouraged to build a shelter for a small pig puppet. They will be given free reign of the Maker Space Trolley in groups to choose their materials and work in small groups to build their shelter.
-The teacher will then come around to each group with a hairdryer to represent the big bad wolf’s breath. She will see if ‘the wolf’ can knock down each groups creations.
Part Two
The article ‘The State of the Field of Computational Thinking in Early Childhood Education’ by Bers. Strawhacker and Sullivan (2022) is very interesting and highlights how significant Computational Thinking skills are in order to thrive in today’s world. Some of the key points include the importance of beginning to develop the CT skills of children from a very young age in order to help them to thrive in these areas later in life. It mentions how suitable tools must be designed to assist children in developing these skills before they are able to read or write. These tools must also cater for the short attention span of young children as well as their natural curiosity. Computation thinking in early childhood education is also related to early learning and development when children are learning early literacy and numeracy skills which can be further developed through exploring CT. Early educators can integrate CT into their teaching through interactive activities in the classroom as well as unplugged activities such as creating and exploring through STEM.
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Part 1
Saving the Three Little Pigs’ Houses with Computational Thinking
Prompt: The Big Bad Wolf is back in town and he’s huffing and puffing again. The Three Little Pigs need your help to save their houses. Can you use your computational thinking skills to design a plan and protect their homes from the tricky wolf?
Resources Needed:
The story The Three Little Pigs.
Building materials: craft sticks, paper, straws, cardboard, playdough, tape, glue, scissors, markers, etc
Images of different house structures for inspiration.
Read the story of “The Three Little Pigs” together as a class. Discuss the different houses the pigs built and how the wolf tried to blow them down. Emphasise the importance of making strong and secure houses.
The task is to build new, wolf-proof houses for each pig using everyday materials. You’ll need to follow these steps: Plan, Build, Test, Improve, Reflect.
Plan: Think about the materials you want to use for each house and how you can make them strong. Brainstorm and draw your ideas on a piece of paper.
Build: Using the materials provided by your teacher, start building your houses according to your plans. You can use items like craft sticks, paper, straws, cardboard, and playdough.
Test: Once your houses are ready, it’s time to test them against the Big Bad Wolf (the teacher or another student). Try to blow down each other’s houses with a gentle puff of air (from your mouth) just like the wolf did in the story. Did your house stay standing?
Improve: If your house falls, think about why it fell and how you can make it stronger. Revise your design and rebuild the house, making improvements based on what you learned.
Reflect: Gather as a class to share your experiences. Discuss which houses withstood the “wolf’s” blow and why. Talk about the changes you made to your designs and how they helped make your houses stronger.
Part 2
Key Findings and Reflection
Bers, Strawhacker and Sullivan’s paper highlights how digital tools can enhance collaboration and social development among children. There is an increase in peer collaboration while using computers in the classroom, which is inline with the constructivist approach to learning.
Engaging children in design, creation, and invention with materials enhances learning.
There is an overlap between computation thinking and mathematical thinking and skills.
Activities with “Low floors, high ceilings and wide walls” provide learning environments that are accessible, adaptable and inclusive.
Unplugged computer science activities have been shown to be effective in teaching computational thinking and are often a good place to start with younger students.
Professional development opportunities for teachers are essential.
Computational thinking is an essential skill in the modern world and should be integrated in every child’s learning across the curriculum.
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Part 1:
Class: 2nd Class
Prompt: The Gingerbread Man story.
Resources needed:
• The fairy-tale book “The Gingerbread Man”
• Drawing materials (paper, crayons, markers)
• Cones and pre-made pictures of the characters in the story (Gingerbread Man, woman, man, cat, dog, pig, cow, horse).
Description: After reading “The Gingerbread Man,” invite the students to create a simple algorithm (sequence of steps) that help the Gingerbread Man to avoid the people in the story. Discuss the concept of sequences and steps, using the gingerbread man’s actions as examples. Create a ‘maze’ using cones that have the characters pictures on them. Have students work in pairs to draw pictures or use symbols to represent the gingerbread man’ steps to avoid the other characters. They can place the pictures in the correct order, creating their own visual algorithm. This activity introduces the foundational idea of sequencing and basic algorithmic thinking in a playful and relatable context.
Part 2:
The review highlights the importance of introducing computational thinking and it’s early adaptation in the formative years of a learner. The underlying concepts of CT (sequencing, patterns and problem-solving) can be integrated into all activities in the Early Childhood classroom which then go on to form the foundations for imbedding CT skills in all aspects of learning. The article also suggests that engagement with CT concepts can promote cognitive and social development in children from all backgrounds.
Computational Thinking can be effectively integrated into teaching and learning through the use of CT terminology and concepts in all subjects and activities, regardless of whether or not the main objective is CT. Normalising the use of computational thinking in all aspects of the classroom will encourage all children in the classroom to use it in a more natural environment.
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Part 1 -prompt for a Computational Thinking activity
Class Level – JI to 2nd (can be used at all levels)Subject – Science Stand: Energy and Forces Strand Unit: Forces
Learning outcome:
The students will be able to create something that can float in water and carry a small doll.
Unplugged Activity – Help Moana!
Team Mission – Build a canoe for Moana to catch Maui to get him to put back the heart.
Resources – video clip, lollipop sticks, rubber bands, plastic cups, tape, toothpicks, plastic, Lego, tinfoil, pipe cleaners, cardboard, newspaper, glue, Moana, basin of water
Brief outline of lesson –
To spark the students interest in the lesson play the 1 minute video of Moana and Maui. Have all the resources (listed above) laid out at the top of the room. Explain the mission to the students – “Moana needs to get to Maui but he keeps getting away from her. You must build her a canoe to catch up with him.” The students will be divided into groups of 4. The students will be allowed use any of the resources given. They must build a canoe big enough for Moana to sit in and still float in the water. [Depending on the class level – the older students could have a time limit. You could have sample pictures on the board for the younger students]
Part 2 – Reflection on “The State of the Field of Computational Thinking in Early Childhood Education”
This article was very interesting and informative to read. As a teacher, a challenge I have faced is explaining to parents that technology is not bad for their child and does not mean they will become ‘anti-social’. This report clearly and concisely explain that this is not the case. “Early work with technology and young children has shown that computers can serve as catalysts for social interaction in early childhood education classrooms (Clements, 1999), and an experience with primary education children has shown that children can have twice as many social interactions in front of a computer than when they are doing other activities (Svensson, 2000)”When I read that statement I realised how true it was. When we use technology effectively it can spark so many conversations as well as collaborations between people.
This report is informative and detailed and is difficult to narrow down to a few line. However, for me personally some of the key things I have taken from it is:
1. Technology can enhance and develop a person’s socio-emotional skills.
2. I love the saying “Computational thinking activities should be designed with a ‘low floor, high ceiling, and wide walls’ approach” Activities using this approach provide an amazing learning environment that allows students to really engage with their own imagination and explore the world around them.
3. The need for ‘unplugged’ activities. They report does not solely talk about the need for technology. The outline the recommendations of WHO and AAP for limited screen time for children of different ages. Unplugged activities can help develop CT ‘without spending time or cognitive resources on syntax and grammar of programming languages’ (Bell et al., 2009; Bell and Vahrenhold,2018)
4. It is essential that all teachers be given the opportunity for professional development. Technology is developing and changing at a fast rate and it is important teachers are included in understanding these changes and how to use it.
Overall, from reading this report, I have learnt about the importance of computational thinking. It is an important skill in todays society and needs to be integrated into our educational system and curricula.
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Part 1
Computational Thinking Activity
Stimulus Prompt: Carla’s Sandwich by Debbie Herman
Lesson Objective: Outline the instructions needed to make Robo Teacher’s favourite sandwich; Peanut Butter and Jelly Sandwich /Banana and sugar sandwich etc
This is an unplugged computational thinking activity suitable for a 2nd class mainstream group or similar. The group of nine children in a special education setting are divided into three groups of three are asked to write out the sequence of instructions needed to make the sandwich after listening to a stimulus story outlining the creative sandwich endeavours made by Carla. Pupils will be asked to record and/or type out the sequence of steps involved in making this sandwich.
The students will be guided to using a set of skills to create the exact instructions for making a simple sandwich as outlined. These include sequencing, critical thinking skills, collaboration and problem-solving skills.
Objective: The importance of exact and precise instructions needed to carry out a series of steps to arrive at a desired outcome will be reinforced. The consequences of literal interpretation are highlighted after the teacher carries follows their instructions literally, as a computer or robot would. The concept of debugging through repeated attempts to make a peanut butter and jam sandwich according to instructions will be embedded.
Materials
• Loaf of Sliced Bread
• Knives
• 1 Jar of unopened Peanut Butter
• 1 pot of unopened Jam
• Greaseproof Paper
• Chromebooks for typing instructions or Tablet for recording instructions
Steps
Begin by instructing the class to collaboratively write down instructions for making a peanut butter and jam sandwich
Teacher carries out instructions by executing them in as literal a manner as possible.
For the subsequent attempt, students work in a group of three. Each group will provide a set of instructions. A time limit of approximately 5 minutes is enough for each attempt. Inform students that, as a Robo teacher, you are going to follow their instructions exactly.
Example
1. Take a slice of bread
2. Put peanut butter on the slice
3. Take a second slice of bread
4. Put jam on that slice
5. Press the slices of bread together
The outcome might result in you taking a slice of bread, putting the jar of peanut butter on top of the slice, taking a second slice of bread, putting the pot of jam on top of that slice, then picking up both slices of bread and pushing them together. Ask for a new set of instructions. Repeat this process until you receive a list similar to this one.
1. Take a slice of bread
2. Open the jar of peanut butter by turning the lid anti- clockwise
3. Pick up a knife by the handle
4. Insert the knife into the jar of peanut butter
5. Withdraw the knife from the jar of peanut butter and run it across the slice of bread
6. Take a second slice of bread
7. Repeat steps 2-5 with the second slice of bread and the pot of jam.
8. Press the two slices of bread together such that the peanut butter and jam meet
Additional ways to be frustratingly literal include grasping the knife by the blade or pushing the sides of bread without peanut butter and jam together then complaining good-humouredly about the mess. If a step in the students’ instructions seems impossible e.g. ‘Open the jar of peanut butter or insert the knife into the jar of peanut butter’ before the jar has been opened, teacher should complete the instruction in a ridiculous manner, such as turning the jar upside down and shaking, or trying to the knife through the side of the jar.
Post Activity Prompt: Exact Instructions Challenge Video https://youtu.be/Ct-lOOUqmyY
Students can be shown this video to reinforce the concept of sequential instruction-giving
Part 2
Reflective Piece
“The State of the Field of Computational Thinking in Early Childhood Education” by Bers, Strawhacker, and Sullivan (2022) highlights the importance of teaching and learning particularly in the early years to embed critical skills of computational thinking. Looking at this article we can see a strong rationale for the New Curriculum Framework for schools where ‘Being a Digital Learner’, ‘ Being Mathematical’ ‘Being Creative’ and ‘Being an Active Learner’ and ‘Being a communicator’ among others are the Key competencies promoted. Promoting these competencies are integral to computational thinking (CT) skills.
Early childhood is ripe for nurturing CT skills through inquiry-based learning and creative play. International studies reveal that diverse children can grasp CT concepts, connecting them to traditional domains of learning and supporting cognitive and social development. Exposure from a young age to CT is vital for life-long learning and to thrive in the working world we live in. For people less technologically minded, the unplugged activities offers them an opportunity to promote CT skills in a low tech manner. The new curriculum framework provides us with an opportunity to create cross-curricular, multidisciplinary and collaborative learning environments as promoted in the article for best learning outcomes in primary aged children.
Summary of Article
The benefit of computational thinking skills seems to be far reaching. Among others, it involves using our critical thought processes of recognising pattern, forming concept, sequencing, planning, debugging and problem-solving. Latest research has investigated how CT affects cognitive and social-emotional skills during the important early childhood years. Using programmes such as Scratch Jr has Scratch Jr has been shown to enhance CT, problem solving strategies and debugging skills in young children and especially when children were encouraged to explore their surroundings and engage freely in playing activities and that this positively impacted their growing self-confidence.
It is during the early development year that social skills are embedded through peer interaction and roleplay. For young children. ICT has been shown to promote social and emotional development particularly where technological activities involve pre-school and young school children working together collaboratively on a project or activity that involves use of digital tools.
Studies have shown that young children are much more likely to confer and engage collaboratively together where there is a computer-based activity in hand. Furthermore, six positive behaviours have been identified as a result of using educational programmes that have incorporate a technological component to embed new learning. These include content creation, creativity, communication, collaboration, community building, and choices of conduct.
Research confirms that an integrated cross-curricular approach to STEM education is very beneficial in early years education. STEAM, which incorporates all the creative arts and language extends the possibilities of STEM education by promoting project, explorative and collaborative-type learning.
The components involved in teaching computer science to young children has been likened to the cognitive processes involved in teaching literacy. Computer science has also been likened to learning mathematics in the areas of abstract reasoning. CT concepts that form part of early maths teaching could be developed into the study of computer science for the older age groups incorporating these four areas; data practices, modelling and simulation practices, computational problem-solving practices, and systems thinking practices.
Inquiry based and exploration learning that young children practise in early childhood are integral to CT and scientific reasoning. Educational coding tools such as Scratch Jr, BeeBots and Code-a-Pillar, aim to introduce those concepts to preschool children. An integral part of these tools is allowing children to play, explore, be creative and make choices. A number of digital games and software apps are designed to support and embed the concepts of computer science and CT in the early years, e.g lightbot and Kodable.
Many other popular television programmes have emerged in recent years, particularly in the USA, to teach concepts about computers, computer science, programming, and CT, such as Blaze and the Monster Machines and Storybots, and more. Many of these shows followed the earlier initiative by the BBC after the first computing curriculum was launched. Programmable robotics kits such as Code-a-pillar have allowed young children to explore the elements of computer science in a practical way.
The WHO has been promoting unplugged CT activities to reduce the reliance on technology to promote CT. The Computer Science Unplugged Website provides a range of activities to promote this initiative. National curricula worldwide are adapting to include and promote CT initiatives more.
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Part 1
Computational Thinking Activity
Stimulus Prompt: Carla’s Sandwich by Debbie Herman
Lesson Objective: Outline the instructions needed to make Robo Teacher’s favourite sandwich; Peanut Butter and Jelly Sandwich /Banana and sugar sandwich etc
This is an unplugged computational thinking activity suitable for a 2nd class mainstream group or similar. The group of nine children in a special education setting are divided into three groups of three are asked to write out the sequence of instructions needed to make the sandwich after listening to a stimulus story outlining the creative sandwich endeavours made by Carla. Pupils will be asked to record and/or type out the sequence of steps involved in making this sandwich.
The students will be guided to using a set of skills to create the exact instructions for making a simple sandwich as outlined. These include sequencing, critical thinking skills, collaboration and problem-solving skills.
Objective: The importance of exact and precise instructions needed to carry out a series of steps to arrive at a desired outcome will be reinforced. The consequences of literal interpretation are highlighted after the teacher carries follows their instructions literally, as a computer or robot would. The concept of debugging through repeated attempts to make a peanut butter and jam sandwich according to instructions will be embedded.
Materials
• Loaf of Sliced Bread
• Knives
• 1 Jar of unopened Peanut Butter
• 1 pot of unopened Jam
• Greaseproof Paper
• Chromebooks for typing instructions or Tablet for recording instructions
Steps
Begin by instructing the class to collaboratively write down instructions for making a peanut butter and jam sandwich
Teacher carries out instructions by executing them in as literal a manner as possible.
For the subsequent attempt, students work in a group of three. Each group will provide a set of instructions. A time limit of approximately 5 minutes is enough for each attempt. Inform students that, as a Robo teacher, you are going to follow their instructions exactly.
Example
1. Take a slice of bread
2. Put peanut butter on the slice
3. Take a second slice of bread
4. Put jam on that slice
5. Press the slices of bread together
The outcome might result in you taking a slice of bread, putting the jar of peanut butter on top of the slice, taking a second slice of bread, putting the pot of jam on top of that slice, then picking up both slices of bread and pushing them together. Ask for a new set of instructions. Repeat this process until you receive a list similar to this one.
1. Take a slice of bread
2. Open the jar of peanut butter by turning the lid anti- clockwise
3. Pick up a knife by the handle
4. Insert the knife into the jar of peanut butter
5. Withdraw the knife from the jar of peanut butter and run it across the slice of bread
6. Take a second slice of bread
7. Repeat steps 2-5 with the second slice of bread and the pot of jam.
8. Press the two slices of bread together such that the peanut butter and jam meet
Additional ways to be frustratingly literal include grasping the knife by the blade or pushing the sides of bread without peanut butter and jam together then complaining good-humouredly about the mess. If a step in the students’ instructions seems impossible e.g. ‘Open the jar of peanut butter or insert the knife into the jar of peanut butter’ before the jar has been opened, teacher should complete the instruction in a ridiculous manner, such as turning the jar upside down and shaking, or trying to the knife through the side of the jar.
Post Activity Prompt: Exact Instructions Challenge Video https://youtu.be/Ct-lOOUqmyY
Students can be shown this video to reinforce the concept of sequential instruction-giving
Part 2
Reflective Piece
“The State of the Field of Computational Thinking in Early Childhood Education” by Bers, Strawhacker, and Sullivan (2022) highlights the importance of teaching and learning particularly in the early years to embed critical skills of computational thinking. Looking at this article we can see a strong rationale for the New Curriculum Framework for schools where ‘Being a Digital Learner’, ‘ Being Mathematical’ ‘Being Creative’ and ‘Being an Active Learner’ and ‘Being a communicator’ among others are the Key competencies promoted. Promoting these competencies are integral to computational thinking (CT) skills.
Early childhood is ripe for nurturing CT skills through inquiry-based learning and creative play. International studies reveal that diverse children can grasp CT concepts, connecting them to traditional domains of learning and supporting cognitive and social development. Exposure from a young age to CT is vital for life-long learning and to thrive in the working world we live in. For people less technologically minded, the unplugged activities offers them an opportunity to promote CT skills in a low tech manner. The new curriculum framework provides us with an opportunity to create cross-curricular, multidisciplinary and collaborative learning environments as promoted in the article for best learning outcomes in primary aged children.
Summary of Article
The benefit of computational thinking skills seems to be far reaching. Among others, it involves using our critical thought processes of recognising pattern, forming concept, sequencing, planning, debugging and problem-solving. Latest research has investigated how CT affects cognitive and social-emotional skills during the important early childhood years. Using programmes such as Scratch Jr has Scratch Jr has been shown to enhance CT, problem solving strategies and debugging skills in young children and especially when children were encouraged to explore their surroundings and engage freely in playing activities and that this positively impacted their growing self-confidence.
It is during the early development year that social skills are embedded through peer interaction and roleplay. For young children. ICT has been shown to promote social and emotional development particularly where technological activities involve pre-school and young school children working together collaboratively on a project or activity that involves use of digital tools.
Studies have shown that young children are much more likely to confer and engage collaboratively together where there is a computer-based activity in hand. Furthermore, six positive behaviours have been identified as a result of using educational programmes that have incorporate a technological component to embed new learning. These include content creation, creativity, communication, collaboration, community building, and choices of conduct.
Research confirms that an integrated cross-curricular approach to STEM education is very beneficial in early years education. STEAM, which incorporates all the creative arts and language extends the possibilities of STEM education by promoting project, explorative and collaborative-type learning.
The components involved in teaching computer science to young children has been likened to the cognitive processes involved in teaching literacy. Computer science has also been likened to learning mathematics in the areas of abstract reasoning. CT concepts that form part of early maths teaching could be developed into the study of computer science for the older age groups incorporating these four areas; data practices, modelling and simulation practices, computational problem-solving practices, and systems thinking practices.
Inquiry based and exploration learning that young children practise in early childhood are integral to CT and scientific reasoning. Educational coding tools such as Scratch Jr, BeeBots and Code-a-Pillar, aim to introduce those concepts to preschool children. An integral part of these tools is allowing children to play, explore, be creative and make choices. A number of digital games and software apps are designed to support and embed the concepts of computer science and CT in the early years, e.g lightbot and Kodable.
Many other popular television programmes have emerged in recent years, particularly in the USA, to teach concepts about computers, computer science, programming, and CT, such as Blaze and the Monster Machines and Storybots, and more. Many of these shows followed the earlier initiative by the BBC after the first computing curriculum was launched. Programmable robotics kits such as Code-a-pillar have allowed young children to explore the elements of computer science in a practical way.
The WHO has been promoting unplugged CT activities to reduce the reliance on technology to promote CT. The Computer Science Unplugged Website provides a range of activities to promote this initiative. National curricula worldwide are adapting to include and promote CT initiatives more.
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