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- Algorithmic Thinking in Early Childhood Education: Opportunities and Supports in the Portuguese ContextPublication . Figueiredo, Maria Pacheco; Amante, Susana; Gomes, Helena Margarida dos Santos Vasconcelos; Gomes, Cristina Azevedo; Rego, Belmiro; Alves, Valter; Duarte, Rui PedroALGO-LITTLE is an EU-funded project, with partners from Portugal, Italy, Turkey and Slovenia, in search of ways to integrate Algorithmic Thinking skills into preschool education for the purpose of growing future code literates starting from the earliest ages. Algorithmic Thinking stems from the concept of an algorithm, which refers to solving a problem by developing a set of steps taken in a sequence to achieve the desired outcome (Katai, 2014). The concept can be traced to the work of Papert (1980, 1991) and is connected to the seminal article by Wing (2006) that introduced Computational Thinking. Barretal (2011) concluded that in K-12, Algorithmic Thinking involves problem-solving skills and particular dispositions, such as confidence and persistence when confronting particular problems. Early Childhood Education algorithmic skills include abilities to learn and work according to the rules or models since children are capable to understand, use, apply and develop simple algorithms. Children are also capable of analyzing and correcting the sequence of actions to reach results, transferring known methods of actions to new situations, and describing their activities to others in a clear way (Voronina et al., 2016; Games for learning algorithmic thinking, 2017). The paper analyses initiatives, studies, and projects that are connected to Algorithmic Thinking in Early Childhood Education in Portugal. A review of literature was developed, starting with curricular documents for Preschool Education (3 to 6 years old) and other documents from the ICT Educational Policy in the country. The second step was a search in databases for studies and projects that looked into Algorithmic Thinking and Computational Thinking in Early Childhood Education in Portugal. The analyses looked into the following themes: a) what definition and elements of Algorithmic Thinking are present?, b) to which concepts and curricular areas is it connected to?, c) what is expected that children in Early Childhood Education learn in relation to Algorithmic Thinking?, d) to what pedagogical elements is Algorithmic Thinking related to?. In terms of curricular documents, it was found that code has been relevant for Portuguese Early Childhood Education (at least) since 1997. In their first edition, the Portuguese Curricular Guidelines for Pre-School Education (Ministério da Educação, 1997) included computer code as one of the codes children should get acquainted with. This meant its inclusion under the domain “Spoken Language and Introductory Writing”. It was stated that “code” was present and would be necessary in children’s lives and could be used in arts, music, mathematic, or writing (Portuguese) (p. 72). This approach was positively singled out by the OECD report: addressing the topic of ICT in the guidelines interconnected with other forms of communication and information learning (Taguma et al., 2012). In 2016, the Portuguese Curricular Guidelines for Pre-School Education (PCGPSE) were reviewed and this second version amplifies the mentions to technology. The findings include an analysis for each of the six curricular areas and domains. In terms of studies and projects, the “Kids Media Lab Project II” stood out as the only systematic initiative for promoting Computational Thinking in Preschool Education (Pinto, Fernandes & Osório, 2021). In the findings, the main elements of the project are discussed.
- Lesson Plans from the Higher Education Course Curriculum for a Distance Learning Model Reinforced with Robotics for 3 to 7 Years Old ChildrenPublication . Konakli, Tuğba; Figueiredo, Maria Pacheco; Alves, Valter; Operto, Fiorella; Gilardi, LucaEARLY recognizes the importance of early childhood education and the potential of digital technologies in enhancing learning experiences. By providing teachers, parents, and children with effective strategies and resources, it aims to improve the quality of online education for young children. To ensure that all preschool children have access to a continuous learning process in different circumstances (e.g., pandemics, prolonged illness or other situations), teachers and parents benefit from being prepared for these different circumstances. The materials developed and offered in the Higher Education Course Curriculum for Distance Learning Model Reinforced with Robotics for 3-7 Years Old Children are, therefore, relevant. Besides the Curriculum itself, which can be used for structuring training or for self-learning, EARLY offers some examples of activities and lesson plans for online activities with educational value. The main target group of this curriculum is pre-service preschool educators (undergraduates in most countries), but the material is also suitable and recommended for experienced preschool educators who want to expand their competences and those who are in close contact with an early childhood learner.
- Mathematical pedagogical content knowledge in early childhood education: A study in initial teacher education in PortugalPublication . Figueiredo, Maria Pacheco; Gomes, Helena Margarida dos Santos Vasconcelos; Rodrigues, CátiaThe study aims to explore the specificity of mathematics Pedagogical Content Knowledge in Early Childhood Education Pedagogy. The pedagogy of ECE (Siraj-Blatchford, 2010) and the didactics of ECE (Pramling & Pramling-Samuelsson, 2011) suggest dimensions of knowledge that require strong content and PC knowledge of teachers. Recent studies about PCK of ECE teachers highlight similar specific dimensions: organization of educational environment and interactions with children (Lee, 2010, McCray, 2008, Rojas, 2008). The current framework for ECE Teacher Education in Portugal (since 2007) focuses both content knowledge and subject didactics. PCK has been labelled the 'great unknown' in ECE (Rojas, 2008) in traditions where the child's development is considered as the main knowledge base for ECE (Chen & McNamee, 2006, Cullen, 2005, Hedges & Cullen, 2005). We studied the perspectives of 27 initial teacher education students about knowledge for teaching and about ECE Pedagogy. We used one open-ended questionnaire and students' analysis of episodes focusing children's answers or discourse relevant for mathematics (about high numbers and square root). The questionnaire was anonymous and students’ permission to use the answers was obtained. In the questionnaire, interactions with children (62%) and organization of the educational environment (38%) are highlighted as the most important focus for the teacher. Students suggested tasks that were adult planned and oriented to further the situations presented in the episodes. Very few references to children's exploratory actions (Bonawitz et al., 2011) were made. The specificity of ECE (child initiated activities, e.g.) needs to be further developed in initial teacher education.
- Higher Education Course Curriculum for a Distance Learning Model Reinforced with Robotics for 3 to7 Years Old ChildrenPublication . Konakli, Tuğba; Figueiredo, Maria Pacheco; Alves, Valter; Operto, Fiorella; Gilardi, LucaThe curriculum is organized in five different modules, with different focus. The first module is about Basic Concepts of Computational Thinking, presenting the foundations for the rest of the learning. The second module, on Computational Thinking with Block-Based and Text-Based Coding Environments, and the third module, on the Fundamentals of Physical Programming and CT with Robotic Activities, further expand the learning about computational thinking by providing information on the potential of preschool children for computational thinking and how this can be developed through different environments and tools. The fourth module changes the focus to planning and evaluating activities with children by presenting information on Designing Activities and Learning through Distance Education. This is the module that deals with the challenges and potential of distance education in Early Childhood Education, connecting practice with reflection and further learning for educators through self-evaluation and reflection. Finally, the fifth module, on Building Partnerships for Learning, looks at the development of digital skills for early age as a societal endeavour, supporting practitioners in identifying partners and initiatives as well as building communities that can leverage the educational offer. The whole curriculum was planned to provide knowledge and competences that support the development of a distance learning model reinforced with robotics for 3-7 years old children. But each module is a stand-alone learning opportunity based on the lesson plans, slides presentation and materials available. Interested users are also welcome to combine different modules into unique training experiences.
- A deck of cards for creative drawing based on algorithmic thinkingPublication . Figueiredo, Maria Pacheco; Alves, ValterDeck of cards created as a pedagogical tool for the project Algolittle "Algorithmic Thinking Skills through Play-Based Learning for Future’s Code Literates" (2020-1-TR01-KA203-092333). Supports children in creating collaborative drawings based on prompts while learning concepts related to algorithms, especially conditions, and loops.
- Algorithmic thinking and creativity: a deck of cards for early childhood educationPublication . Pacheco Figueiredo, Maria; Alves, Valter; Gomes, Diana; Amante, Susana; Sousa, C.; Gomes, Helena Margarida dos Santos Vasconcelos; P. Duarte, Rui; Gomes, Cristina Azevedo; Rego, Belmiro; Evin Gencel, IlkeThe challenges presented to educational systems and researchers about algorithmic thinking are wide and exciting. Several initiatives are working on contributions. In the framework of a European Project focused on algorithmic thinking skills through play-based learning, we undertook the development of a resource for introducing algorithmic thinking to teachers and children in Early Childhood Education. The paper presents the resource, a deck of cards, highlighting its connections to creativity and algorithmic thinking. The paper briefly introduces the research design in place to pilot together with preliminary data from the tests with future teachers and a group of 5 years-old children. The deck of cards has been well received by both future teachers and children. The simple drawings are considered attractive and allow for diverse decisions about what to represent. Conditions, in particular, were well received by children. Further analysis of existing data will provide more information regarding the potential and limitations of the deck of cards.