Jordan Sherwin
ABSTRACT
In this poster, we focus on a learning path that can smoothly connect the unplugged activities with the plugged programming ones. Our approach is to provide young children with visual programming and text-based programming materials that are directly associated with the computational logic in some selected children's games or literature stories. We demonstrate this combo-design idea with examples of role-play, Scratch programming, and Python code. Our method could be adapted to any suitable children's activities in different school settings.
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- Tomohiro Nishida, Susumu Kanemune, Yukio Idosaka, Mitaro Namiki, Tim Bell, and Yasushi Kuno. 2009. A CS unplugged design pattern. ACM SIGCSE Bulletin, Vol. 41, 1 (2009), 231--235.Google ScholarDigital Library
- Mitchel Resnick, John Maloney, Andrés Monroy-Hernández, Natalie Rusk, Evelyn Eastmond, Karen Brennan, Amon Millner, Eric Rosenbaum, Jay Silver, Brian Silverman, et almbox. 2009. Scratch: programming for all. Commun. ACM, Vol. 52, 11 (2009), 60--67.Google ScholarDigital Library
- Sarah Twigg, Lynne Blair, and Emily Winter. 2019. Using children's literature to introduce computing principles and concepts in primary schools: work in progress. In Proceedings of the 14th Workshop in Primary and Secondary Computing Education. 1--4.Google ScholarDigital Library
Index Terms
- Build Bridges between Play, Computation, Visual Programming, and Text-based Programming in Early Childhood Education
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