The four stages consist of:

1. unplugged computer science;
2. block-based programming languages;
3. game development;
4. introduction to robotics;

As STEM education has become more popular, so has the use of robots. They teach young children about engineering, coding, and programming. In addition to STEM literacy, studies reveal that robotics can encourage other skills like hands-on creativity, problem solving, communication, and teamwork. 

It has been proven that when robotics are introduced in pre-k to second grade, children are better equipped to master basic robotics and programming skills. Children as young as three years old are learning to program with robot kits. These robotic systems are becoming increasingly popular to teach young children the foundations of computer science in a hands-on way. In addition, robotics for children helps their cognitive, as well as their fine motor and social development. 

There are several robotic systems available to inspire your little engineer. These include, but are not limited to Code-a-Pillar Twist, mBot, Dash, Lego Mindstorms, Botley, and Anki Cozmo.

The four stages consist of:

1. unplugged computer science;
2. block-based programming languages;
3. game development;
4. introduction to robotics;

Game development for children strengthens their art, math, and coding skills, and offers them a creative outlet to show what they know. There is a wealth of new categories of online computer games and puzzles that are currently available. Children can learn fundamental computer science concepts without being exposed to a programming language.

There are several interactive and exciting game-making apps, games, and websites that are great examples of this. These include, but are not limited to, Storyboard That, Lightbot, Kodable, Cargo-Bot, Dragon Blast and Code.org. These learning vehicles balance the fun of play with the challenge of coding and design. With these tools, students will embark on creative, energizing experiences that will get them thinking in new, exciting ways. Most of these focus on sequencing and logic. That being said, they engage children in progressing through problem solving levels in a game-like fashion which children enjoy. Learn more about Storyboard That, and start developing your next game!

The four stages consist of:

1. unplugged computer science;
2. block-based programming languages;
3. game development;
4. introduction to robotics;

Block-based coding is a form of programming language that utilizes a drag-and-drop learning environment. Programmers use coding instruction “blocks” to construct animated stories and games. As an entry-level activity, young children acquire a foundation in computational thinking via images as opposed to text-based coding. In short, visual learning is more developmentally appropriate for young children prior to learning how to read.

Block-based programming is exploding in early childhood education for a variety of reasons. It is easy to grasp and simple for children to learn due to the fact that it does not require reading or writing. This is important because it allows young children to explore computer science concepts like algorithms and debugging in a fun way which is geared towards their developmental level. 

In addition, it enables the child to be creative and express their own individuality. Moreover, they are able to test their program, check for mistakes, and make necessary changes if needed. This fosters a can-do attitude! A classic example of block-based programming is the free app, Scratch Jr, as seen below.

Not sure where to begin with your child’s first crack at coding? Current studies show that the education of children in the computer sciences lies in four distinct and progressive phases.

These four stages consist of:

1. unplugged computer science;
2. block-based programming languages;
3. game development;
4. introduction to robotics;

Upon close inspection of each of these categories, researchers have discovered that early childhood computer education is best learned when children are exposed to the basic concepts of computing. Furthermore, they will benefit greatly when provided with the necessary tools needed to teach them the fundamentals of debugging a program, as well as solving a problem.

The unplugged approach is unique in that it places emphasis on promoting computational thinking, rather than focusing on learning the syntax of a particular coding language. What this really means is that a child will learn about the basics of computing without ever having to turn one on. Much of the content in preschool and kindergarten is taught through the use of unplugged, hands-on activities. Students may use a paper and pencil, manipulatives, games, songs, or even their own bodies to experience coding principles in a deeper way. By engaging in these activities, young children develop computational thinking in age-appropriate ways.

Unplugged computer science is gaining traction due to its inexpensive nature, as well as decreasing the amount of time children spend in front of the screen.

Stay tuned for phase 2 of computer science education for kids!

To view an example of an unplugged activity, take a look at the following video:

It’s important for parents, educators, and students to recognize that computational thinking can be applied across multiple disciplines, including but not limited to technology and computer science. Computational thinking is the common denominator of critical thinking, STEM (science, technology, engineering, and math) learning, and project-based learning. In addition, computational thinking increases confidence in dealing with ambiguous, complex or open-ended problems.

Computational thinking is comprised of four facets:

• decomposition – breaking something down into parts and dividing up a task
• algorithms – a sequence of steps to solve a problem
• pattern recognition – finding similarities and differences between the parts to make predictions
• abstraction – reviewing how the solution transfers to similar problems

According to the International Society for Technology in Education (ISTE), “today’s students must be prepared to thrive in a constantly evolving technological landscape.” By employing the language of computational thinking at an early age and beyond, students will become more than just consumers of technology. They can employ these valuable skills and create a tremendous impact on the world. Learn more about ISTE’s Computational Thinker Standards.

Coding is everywhere, and children should learn the basic concepts of programming as early as possible. “The term coding originally applied to the act of creating in complex coding languages, but it is now also used to describe the creation of a sequence of instructions with tools basic enough for young children.” (Hutchison 494) In the early stages of their coding education, children learn how to be both creative and expressive. “In the process, children learn to solve problems and design projects, and they develop sequencing skills that are foundational for later academic success. They also use math and language in a meaningful and motivating context, supporting the development of early-childhood numeracy and literacy.” (496) These beliefs are supported by the American Library Association’s Libraries Ready to Code initiative. A wealth of resources and strategies can be found in ALA’s Ready to Code Collection, which includes an extensive supply of coding and computational thinking activities. Watch the video below to learn more about the Libraries Ready to Code campaign.

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Hutchison, Amy, et al. “Using Coding Apps to Support Literacy Instruction and Develop Coding Literacy.” The Reading Teacher, vol. 69, no. 5, 2016, pp. 493–503., www.jstor.org/stable/44001995. Accessed 2 Oct. 2020.

Contrary to popular belief, literacy is not just the ability to read and write. It’s also about possessing the competence or knowledge in a certain area. Some of the strategies used to teach children to become literate include: “the writing process, recalling, summarizing and sequencing, using illustrative and descriptive language, recognizing literary devices such as repetition and foreshadowing, and using reading strategies such as predicting, summarizing, and evaluating.” (Bers 519) According to Bers, these instructional strategies carry over to computer programming fluency as well and “can be helpful for teaching how to code.” (524)

Computer coding is an essential 20th century skill. Known for their framework for innovation in education, ISTE (International Society for Technology in Education) provides standards for students which include the skills all learners need in order to thrive in our global society. When literacy education is taught in conjunction with programming concepts at the primary level, children will be ready for the future jobs that await them. In fact, these very children will have the skillset to fill the current surplus of computing jobs nationwide, which currently boasts an astounding 398,857 openings.

The real question is, how does one go about teaching young children about the science of coding and still maintain their interest? They can learn the concepts of coding in a classroom, in an after-school club, or from instructional textbooks. However, these resources can limit a young child’s ability to absorb the concepts in that they can be uninteresting and routine. A far better way to reach these young minds is to expose them to children’s books that will both entertain and teach them at the same time.

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Bers, M. U. (2019). Coding as another language: a pedagogical approach for teaching computer science in early childhood. Journal of Computers in Education, 6(4), 499-528. Accessed 30 September 2020.