Research Article
Bringing Computational Thinking to Life Through Play
@INPROCEEDINGS{10.1007/978-3-031-31392-9_9, author={Camilla Finsterbach Kaup and Anders Kalsgaard M\`{u}ller and Eva Brooks}, title={Bringing Computational Thinking to Life Through Play}, proceedings={Design, Learning, and Innovation. 7th EAI International Conference, DLI 2022, Faro, Portugal, November 21-22, 2022, Proceedings}, proceedings_a={DLI}, year={2023}, month={4}, keywords={Computational play Computational thinking Early Childhood Education digital artefacts}, doi={10.1007/978-3-031-31392-9_9} }- Camilla Finsterbach Kaup
Anders Kalsgaard Møller
Eva Brooks
Year: 2023
Bringing Computational Thinking to Life Through Play
DLI
Springer
DOI: 10.1007/978-3-031-31392-9_9
Abstract
Digital tools and solutions are increasingly used in society, creating a need for more digital skills in the workplace and everyday life. As society becomes increasingly digital, computational thinking becomes a fundamental skill for the 21st century. This paper examines play’s role in young children’s CT development in early childhood education. This paper presents a narrative review and uses forward snowballing to extend the search result. Twenty-two articles met the criteria and were manually collected. The publications were categorized into five categories: programming tools, robotics, unplugged activities, making and exploring, and guided vs. free play. For CT activities to be social and communicative, concepts such as mutuality and scaffolding must be incorporated into operational pedagogical CT frameworks. As such, CT can be designed as a play-oriented activity in that children coordinate and develop themselves, with or without educators’ guidance. As a co-creator, an educator can mediate CT and support the children in guiding activities forward.
