Early Computer Science Education – Goals and Success Criteria for Pre-Primary and Primary Education

Early Computer Science Education – Goals and Success Criteria for Pre-Primary and Primary Education PDF

Author: Nadine Bergner

Publisher: Verlag Barbara Budrich

Published: 2023-04-03

Total Pages: 340

ISBN-13: 3847418165

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“Scientific Studies on the Work of the ‘Haus der kleinen Forscher’ Foundation” is a regularly published series of scientific reports authored by distinguished experts from the field of early education. This series serves to pursue professional dialogue between the Foundation, academia and practice, with the aim of lending sound support to all child-care centres, after-school care centres and primary schools in Germany in their educational mission. This ninth volume of the series, with a foreword by Ilan Chabay, deals with the goals and requirements of computer science education in the elementary and primary sector. In their expert report, Nadine Bergner, Hilde Köster, Johannes Magenheim, Kathrin Müller, Ralf Romeike, Ulrik Schroeder and Carsten Schulte specify the pedagogical and content-related goal dimensions of computer science education at child-care centres and primary schools. In addition to establishing a theoretical basis for various goal dimensions, the authors discuss the success criteria for effective and efficient early computer science education in practice. They also provide recommendations for the further development of the Foundation’s offerings and scientific accompaniment of the work of the Foundation in the field of computer science. In their expert recommendation, Nadine Bergner and Kathrin Müller describe a selection of informatics systems for children at child-care centres and primary schools and offer suggestions for particularly suitable systems and their use in elementary and primary education based on professional criteria. The final chapter of the volume describes the implementation of these professional recommendations in the programmes of the “Haus der kleinen Forscher” Foundation – with and without computers.

Supporting the Development of Computer Science Concepts in Early Childhood

Supporting the Development of Computer Science Concepts in Early Childhood PDF

Author: Julie Darling

Publisher: Taylor & Francis

Published: 2024-09-30

Total Pages: 95

ISBN-13: 1040100236

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Supporting the Development of Computer Science Concepts in Early Childhood: A Practical Guide for Parents and Educators provides a solid understanding of computer science that sets your early childhood learner up for success! The guide provides ways to introduce vocabulary, games to reinforce concepts, and printable activities that help early childhood learners understand computer science in an engaging, age-appropriate way. This comprehensive guide covers the foundation of computer science (integrating the Computer Science Teachers Association K-2 standards) and includes information about binary, ciphers, using the command line, programming languages, sequencing, the basics of how computer systems and networks work, what hacking is, how to avoid phishing, and how to be a good digital citizen and stay safe online. For effective use, this book should be purchased alongside the picture books Little Hackers and Little Computer Scientists. All three books can be purchased together as a set, Developing Computer Science Concepts in Early Childhood [978-1-032-47108-2].

Teaching Computational Thinking and Coding to Young Children

Teaching Computational Thinking and Coding to Young Children PDF

Author: Bers, Marina

Publisher: IGI Global

Published: 2021-06-25

Total Pages: 362

ISBN-13: 1799873102

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Computational thinking is a lifelong skill important for succeeding in careers and life. Students especially need to acquire this skill while in school as it can assist with solving a number of complex problems that arise later in life. Therefore, the importance of teaching computational thinking and coding in early education is paramount for fostering problem-solving and creativity. Teaching Computational Thinking and Coding to Young Children discusses the importance of teaching computational thinking and coding in early education. The book focuses on interdisciplinary connections between computational thinking and other areas of study, assessment methods for computational thinking, and different contexts in which computational thinking plays out. Covering topics such as programming, computational thinking assessment, computational expression, and coding, this book is essential for elementary and middle school teachers, early childhood educators, administrators, instructional designers, curricula developers, educational software developers, researchers, educators, academicians, and students in computer science, education, computational thinking, and early childhood education.

New Materials for Teaching Computational Thinking in Early Childhood Education

New Materials for Teaching Computational Thinking in Early Childhood Education PDF

Author: Kimberly Ann Smith (S.M.)

Publisher:

Published: 2017

Total Pages: 104

ISBN-13:

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The need for computer science education is greater than ever. There are currently over 500,000 unfilled computer science jobs in the United States and many schools do not teach computer science in their classrooms. Computers are powerful tools, and computational thinking-skills of problem-solving, logic, and abstraction that form the foundation of computer science-can be applied across other disciplines. Many current approaches to computer science education use computer screens. Though computer science education is important and effective from a young age, the American Academy of Pediatrics recommends we limit screen time in children; and research shows that excessive screen time is detrimental for a child's development. A 2006 research study by Angeline Lillard published in Science showed that Montessori students scored higher on academic, cognitive, social, and behavioral tests than students in a traditional elementary school setting. The Montessori Method is characterized by mixed-age classrooms, child-driven learning, and a series of sensorial, physical materials. Developed nearly 100 years ago by Dr. Maria Montessori, the Montessori curriculum does not explicitly include computer science in its curriculum. This research examines the Montessori Method as a way to teach computer science for early childhood education. Interpreting and extending Dr. Montessori's original pedagogy, I have developed a curriculum with new learning materials for young children that breaks down the fundamentals of computational thinking into a set of discrete concepts that are expressed in tactile, hands-on ways. This research evaluates this approach through direct observation and teacher feedback; and suggests the potential for this Method as an effective approach to teach computational concepts to young children.

Young Children

Young Children PDF

Author: June L. Wright

Publisher:

Published: 1994

Total Pages: 218

ISBN-13:

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This book addresses the issues of appropriate use of computers with young children and how children and early childhood educators interact with the computer in early childhood settings. Part 1, "Young Children as Active Learners," contains chapter 1: "Listen to the Children: Observing Young Children's Discoveries with the Microcomputer" (June L. Wright); chapter 2: "Thoughts on Technology and Early Childhood Education" (Barbara T. Bowman and Elizabeth R. Beyer); and chapter 3: "The Uniqueness of the Computer as a Learning Tool: Insights from Research and Practice" (Douglas H. Clements). Part 2, "The Role of Technology in the Early Childhood Curriculum," includes chapter 4: "Learning and Teaching with Technology" (Sue Bredekamp and Teresa Rosegrant); chapter 5: "Software Evaluation for Young Children" (Susan W. Haugland and Daniel D. Shade); chapter 6: "The Potential of the Microcomputer in the Early Childhood Classroom" (Jane Davidson and June L. Wright); chapter 7: "Staff Development Practices for Integrating Technology in Early Childhood Education Programs" (Charles Hohmann); chapter 8: "Computer Applications in Early Childhood Special Education" (Michael M. Behrmann and Elizabeth A. Lahm); and chapter 9: "Family Involvement: Family Choices at Home and School" (Patricia A. Ainsa and others). Part 3, "The Challenge for Early Childhood Educators" includes chapter 10: "Moving Early Childhood Education into the 21st Century" (Gwendolyn G. Morgan and Daniel D. Shade); chapter 11: "Replicating Inequities: Are We Doing It Again?" (Suzanne Thouvenelle and others); and chapter 12: "Interactive Technology and the Young Child: A Look to the Future" (Cynthia Char and George E. Forman). The following articles are appended: (1) "Using Computers to Support Thematic Units" (Jane Davidson); (2) "Early Childhood Education and Computer Networking: Making Connections" (Bonnie Blagojevic); and (3) "Helpful Hints on Acquiring Hardware" (Daniel D. Shade). A glossary and a list of software for young children is also provided. All chapters contain references and 55 additional resources are provided. (BAC)

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