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Computational Thinking and Young Children: Understanding the Potential of Tangible and Graphical Interfaces

Computational Thinking and Young Children: Understanding the Potential of Tangible and Graphical Interfaces

Amanda Sullivan, Marina Umaschi Bers
Copyright: © 2018 |Pages: 15
ISBN13: 9781522532002|ISBN10: 1522532005|EISBN13: 9781522532019
DOI: 10.4018/978-1-5225-3200-2.ch007
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MLA

Sullivan, Amanda, and Marina Umaschi Bers. "Computational Thinking and Young Children: Understanding the Potential of Tangible and Graphical Interfaces." Teaching Computational Thinking in Primary Education, edited by Huseyin Ozcinar, et al., IGI Global, 2018, pp. 123-137. https://doi.org/10.4018/978-1-5225-3200-2.ch007

APA

Sullivan, A. & Bers, M. U. (2018). Computational Thinking and Young Children: Understanding the Potential of Tangible and Graphical Interfaces. In H. Ozcinar, G. Wong, & H. Ozturk (Eds.), Teaching Computational Thinking in Primary Education (pp. 123-137). IGI Global. https://doi.org/10.4018/978-1-5225-3200-2.ch007

Chicago

Sullivan, Amanda, and Marina Umaschi Bers. "Computational Thinking and Young Children: Understanding the Potential of Tangible and Graphical Interfaces." In Teaching Computational Thinking in Primary Education, edited by Huseyin Ozcinar, Gary Wong, and H. Tugba Ozturk, 123-137. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3200-2.ch007

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Abstract

Over the past few years, new approaches to introducing young children to computational thinking have grown in popularity. This chapter examines the role that user interfaces have on children's mastery of computational thinking concepts, programming ability, and positive interpersonal behaviors. It presents two technologies designed specifically for young children: the KIBO robotics kit and the ScratchJr programming application, both of which focus on teaching young children introductory computational thinking skills in a cognitively and socio-emotionally developmentally appropriate way. The KIBO robotics kit engages children in learning programming by using tangible wooden blocks (no screens or keyboards required). ScratchJr also teaches foundational programming, but using a graphical language on a tablet device. This chapter presents examples of how each tool can be used in classroom settings and the potential benefits and drawbacks of each interface style. Suggestions for implementing each technology in a developmentally appropriate way are presented.

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