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Design, Learning, and Innovation. 8th EAI International Conference, DLI 2023, Aalborg, Denmark, November 6–7, 2023, Proceedings

Research Article

Towards Computational Play

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BibTeX Plain Text
  • @INPROCEEDINGS{10.1007/978-3-031-67307-8_11,
        author={Eva Brooks and Susanne Dau and Lykke Brogaard Bertel and Francesca Granone and Emma Edstrand and Elin Kirsti Lie Reiker\ae{}s},
        title={Towards Computational Play},
        proceedings={Design, Learning, and Innovation. 8th EAI International Conference, DLI 2023, Aalborg, Denmark, November 6--7, 2023, Proceedings},
        proceedings_a={DLI},
        year={2024},
        month={8},
        keywords={Computational Play Early Childhood Education and Care Open-Ended Play-Responsive Environments Participatory Design Workshops},
        doi={10.1007/978-3-031-67307-8_11}
    }
    
  • Eva Brooks
    Susanne Dau
    Lykke Brogaard Bertel
    Francesca Granone
    Emma Edstrand
    Elin Kirsti Lie Reikerås
    Year: 2024
    Towards Computational Play
    DLI
    Springer
    DOI: 10.1007/978-3-031-67307-8_11
Eva Brooks1,*, Susanne Dau2, Lykke Brogaard Bertel3, Francesca Granone4, Emma Edstrand5, Elin Kirsti Lie Reikerås4
  • 1: Aalborg University, Kroghstræde 3
  • 2: University College Northern Denmark, Mylius Erichsens Vej 137
  • 3: Aalborg University, Thomas Manns Vej 25
  • 4: University of Stavanger, Kitty Kiellands hus, Rennebergstien 30
  • 5: Halmstad University, Kristian IV:s Väg 3
*Contact email: eb@ikl.aau.dk

Abstract

Computational play is a novel concept and scarcely researched indicating that there is a need for moving beyond deficient models of Computational Thinking (CT) to more robust knowledge by integrating overlooked needs and interests of children and thus engaging them more substantially in computational play on their own premises. However, outcomes from the authors’ previous studies on digital and computational play in Early Childhood Education and Care (ECEC) in a Nordic context demonstrate that digital technology has the potential to reconfigure play activities supporting children’s computational play. Based on a participatory design approach using workshops as a method, the study seeks answers to how play can be used as a pedagogical tool to promote children’s computational explorations, and also the other way around, how computational exploration can inspire and enrich children’s play in ECEC. The aim of the workshop activity is to build a dialogue between researchers, ECEC children and their teachers to integrate computational play into mathematics in ECEC practices. The study will contribute to how an open-ended play-responsive approach to computational play can promote children’s conceptual understanding and how it can be facilitated. The expected outcomes will extend the knowledge of computational play in ECEC practices by incorporating identified good practices and guidelines.

Keywords
Computational Play Early Childhood Education and Care Open-Ended Play-Responsive Environments Participatory Design Workshops
Published
2024-08-01
Appears in
SpringerLink
http://dx.doi.org/10.1007/978-3-031-67307-8_11
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