British Journal of Educational Technology, Год журнала: 2024, Номер unknown

Опубликована: Ноя. 18, 2024

Abstract Programming is becoming a key subject in early education globally, with surging problems of how computer science can become for children all ages and backgrounds. Problems implementing new technologies the old curricula have long been noted, lately, concern over goals often too narrow skills‐based without concerns critical educational potential. This study follows change process two case preschool departments programming floor robot across seven‐month design process. Mixed analytical techniques based on activity theory are used to examine tensions, conflicts development pedagogical alternatives. The studies show strenuous processes involving local transformations toward child‐centred, inclusive projects centring making, children's exploration, tinkering play as parts learning It discusses considerable enabled solutions coherent important concepts computing build child‐centred pedagogies through adaptations age‐appropriate designs. Practitioner notes What already known about this topic Computer part worldwide. Less implement ever‐younger age groups, especially those under three. That technological be building societal, historical requiring individual organisational change. paper adds Two cases designing 1–2‐ 3–5‐year‐olds. Design raising questions current standard childhood materials being resolved enable education. Challenges potentials specific adopting Implications practice and/or policy Computing challenges notions, such role failure developed very young children. However, there resolve developing approach. Childhood fundamentals play‐based pedagogy work synergistically activities, providing potential, also relevant at large.

Язык: Английский