The state of the field of computational thinking in early childhood education.

Autor/inn/en	Bers, Marina Umaschi; Strawhacker, Amanda; Sullivan, Amanda
Titel	The state of the field of computational thinking in early childhood education.
Quelle	Paris: OECD Publishing (2022), 64 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	OECD education working papers. 286
Beigaben	Literaturangaben; Tabellen; Abbildungen
Sprache	englisch
Dokumenttyp	online; Monographie
DOI	10.1787/3354387a-en
Schlagwörter	Kompetenz; Kindergarten; Programmierung; Kompetenz; Förderung; Förderung; Kindergarten; Computereinsatz; Programmierung; Forschungsstand; Arbeitspapier; OECD-Studie
Abstract	Computer programming and associated Computational Thinking (CT) skills are essential to thriving in today's academic and professional world. There has been a growing focus globally on fostering CT skills as well as on introducing computer programming concepts and languages beginning as early as kindergarten and pre-primary school. Tools, curriculum, and frameworks to promote CT in the early years must be designed and implemented in ways that engage children who cannot yet read and write, who learn through play, and who have a short attention span and limited working memory but also strong natural curiosity. This review summarises empirical and theoretical literature on the state of the field of CT as it relates to early learning and development, a time when young children are being introduced to foundational skills, such as literacy and numeracy, which can carefully be complemented by an exploration of CT.
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2023/1