Abstract
Young children should have maximum access to interactive computation so that they can use the machine as a tool for mathematical thinking of the most general kind. And, if children are given an understanding of the theoretical capabilities of machine computation, they might use it for more effective study of their own thinking about the world. With these as goals, we produced an experimental course for teaching computer programming concepts to children who had no previous experience with a computer. This paper discusses the results of that experiment and what they suggest about how children react to different programming languages and problems, and programmable devices. We provide details of the curricula and remarks on the students' experiences.
This work was supported by Grant GJ-443X from the National Science Foundation to Stanford University. We are indebted to Carolyn Stauffer for setting up contacts with local students, and to Avron Barr, Marian Beard, Doug Danforth, Adele Goldberg, David Rogosa and John Shoch for their invaluable help.
Preview
Unable to display preview. Download preview PDF.
References
Brown, J. and Rubinstein, R. Recursive Functional Programming for Students in the Humanities and Social Sciences. Report No. 27, Dept. of Information and Computer Science, U. C. Irvine, 1973.
Dwyer, T. A. An Experiment in the Regional Use of Computers by Secondary Schools. Final Report NSF-OCA-GJ1077-SOLO, 1972.
Feurzeig, W., Papert, S., Bloom, M., Grant, R., & Solomon, C. Programming Languages as a Conceptual Framework for Teaching Mathematics. Report No. 1189, Bolt, Beranek & Newman Inc., 1969.
Fischer, G. Material and Ideas to Teach an Introductory Programming Course Using Logo. Dept. of Information and Computer Science, U. C. Irvine, 1973.
Lorton, P. and Slimick, J. Computer Based Instruction in Computer Programming. Proceedings of the Fall Joint Computer Conference, 1969, pp. 535–544.
Papert, S. Teaching Children Thinking. Mathematics Teaching, Bulletin of the Association of Teachers of Mathematics, 1972, 58.
Polya, G. How to Solve It. Princeton, N.J.: Princeton University Press, 1957.
Swinehart, D. and Sproull, R. SAIL. Sailon No. 57.2, Stanford Artificial Intelligence Laboratory, 1971.
Author information
Authors and Affiliations
Editor information
Rights and permissions
Copyright information
© 1974 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Cannara, A.B., Weyer, S.A. (1974). A study of children's programming. In: Brunnstein, K., Haefner, K., Händler, W. (eds) Rechner-Gestützter Unterricht. RGU 1974. Lecture Notes in Computer Science, vol 17. Springer, Berlin, Heidelberg. https://doi.org/10.1007/3-540-06907-0_85
Download citation
DOI: https://doi.org/10.1007/3-540-06907-0_85
Published:
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-06907-2
Online ISBN: 978-3-540-37847-1
eBook Packages: Springer Book Archive