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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.
- Planos de Sessão do Programa de Formação para o Ensino Superior para um Modelo de Educação a Distância com Recurso a Robótica para Crianças dos 3 aos 7 AnosPublication . Konakli, Tugba; Figueiredo, Maria Pacheco; Alves, Valter; Operto, Fiorella; Gilardi, Luca
- Tensions and (re)transformations in the Portuguese Early Childhood Education curriculumPublication . Figueiredo, Maria PachecoTeaching and content are contested concepts in Early Childhood Education. By presenting teaching as encompassing different dimensions – organization of the educational environment and interactions – this chapter argues the need for deep and flexible content knowledge for Early Childhood teachers since recent research reveals the relevance of knowledge that permeates the social and material contexts of childhood. The same importance has been signaled for interactions between adults and children for expanding children’s knowledge and their metacognitive awareness of learning. The chapter moves the discussion to the Portuguese curricular context, comparing the two versions of the curricular guidelines and discussing data from a national project about curriculum and assessment. The results stress the urgency of making content knowledge visible in the context and in children’s play. When the specificity of teaching and content in Early Childhood Education is not highlighted, formal practices, mimicked from higher levels of education, take the place of a Pedagogy of Early Childhood. This might lead to less quality in practice and a loss in pedagogical richness.
- Programa de Formação para o Ensino Superior para um Modelo de Educação a Distância com Recurso a Robótica para Crianças dos 3 aos 7 AnosPublication . Konakli, Tugba; Figueiredo, Maria Pacheco; Alves, Valter; Operto, Fiorella; Operto, Luca F., & Gilardi, L.
- Brincar e participar como processos de aprendizagem das operações aritméticas na Educação Pré-EscolarPublication . Dória, Goretti; Figueiredo, Maria Pacheco; Gomes, Helena Margarida dos Santos VasconcelosNa educação pré-escolar, ensinar concretiza-se na organização do ambiente educativo e em interações mais ou menos orientadas pelo/a educador/a. Nas Orientações Curriculares para a Educação Pré-Escolar portuguesas, a organização do ambiente educativo surge como suporte da gestão curricular e o brincar é valorizado de forma transversal a todas as áreas de conteúdo. Em termos matemáticos, destaca-se o desafio de organizar o espaço, os materiais e as interações que promovam o envolvimento das crianças na resolução de problemas e as oportunidades que o brincar oferece para o desenvolvimento da comunicação e do raciocínio matemáticos. Esta abordagem reconhece os saberes e experiências das crianças como base para a sua aprendizagem, nomeadamente no âmbito da Matemática. Apresentamos situações experienciadas e investigadas num contexto pré-escolar português, analisando as propostas do adulto e as resoluções de 20 crianças entre 3 e 6 anos. As situações foram desenhadas tendo em vista o trabalho com as operações aritméticas, procurando contribuir para o seu desenvolvimento.
- Children and technology: preoccupations, practices and participation in Early Childhood EducationPublication . Pacheco Figueiredo, Maria; Alves, ValterChildren live in a complex world where technology plays different roles and influences several spheres of their existence. Research about the presence and educational impact of technology in childhood reveals several challenges. A particular challenge is connected to the need for a high-quality pedagogy regarding technology in Early Childhood Education. This paper contributes to that discussion from a Portuguese perspective. The pedagogical and curricular framework for Early Childhood Education in Portugal supports a significant use of technology in the daily practice and in children’s play. In this context, the paper explores three main axes to understand a high-quality pedagogy for using technology with children in educational contexts: technology presented as a tool with socially authentic practices; technology as supporting multiple languages that are relevant for children to understand the world around them; and technology as an arena for children’s participation. Each axis is supported by the analysis of specific projects developed locally at the School of Education. The projects were selected for highlighting tenets of each axis. Each axis is also connected to the three content areas of the Portuguese Curricular Guidelines and to dimensions of a sociocultural pedagogy for Early Childhood Education.
- Brincar, representar e refletir como pilares da Matemática na Educação Pré-EscolarPublication . Figueiredo, Maria Pacheco