Module 3: Development of Computational Thinking in Kindergartens

 

Welcome to Module 3!

 

Modern conceptions of learning and teaching emphasize that a stimulating learning environment (materials, social and emotional interactions, and activities) is crucial for children’s learning. The educator, therefore, facilitates, encourages, and monitors learning opportunities by organizing them in a planned and targeted way.

Training the cognitive processes underlying the fundamental concepts of computational thinking can make an important contribution to developing children’s strategic learning, self-regulatory and metacognitive skills.

The child is an equal interlocutor in all processes, with their own initiatives, opinions, and suggestions.

Therefore, integrating the development of computational thinking (CT) into preschool education is an essential component of developmentally appropriate practice and can be incorporated into core curriculum areas (e.g., mathematics, language, and arts). It supports a play-based pedagogy, extends what teachers are already doing in their classrooms, and guides young learners to perceive, name, and recognize how computing shapes their world. Six different activities (step-by-step exercises) are waiting for you to see how we can develop CT skills through the activities of computing without computers, using educational robots, and programming apps.

 

In Module 3, we invite you to:

– reflect on your own learning experiences,

– think about how children learn,

– reflect on your own experiences related to the development of CT in preschool education,

– become familiar with activities that develop CT in ECEC (e.g., computing without computers, using educational robots, etc.),

– understand the importance of planning,

– become aware of some key principles for carrying out CT activities.

 

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