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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 (MinistĂŠrio da Educação, 1997) included computer code as one of the codes children should get acquainted with. This meant its inclusion under the domain âSpoken Language and Introductory Writingâ. It was stated that âcodeâ was present and would be necessary in childrenâs 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 âKids Media Lab Project IIâ stood out as the only systematic initiative for promoting Computational Thinking in Preschool Education (Pinto, Fernandes & OsĂłrio, 2021). In the findings, the main elements of the project are discussed.
- Play, Algorithmic Thinking and Early Childhood Education: Challenges in the Portuguese ContextPublication . Figueiredo, Maria Pacheco; Gomes, Cristina Azevedo; Amante, Susana; Gomes, Helena Margarida dos Santos Vasconcelos; Alves, Valter; Duarte; Rego, BelmiroALGOLITTLE is an EU-funded project, with partners from Portugal, Italy, Turkey, and Slovenia, supporting the integration of algorithmic thinking skills into preschool education for preparing future code literates from an early age. The paper presents the project and frames it in Portuguese Early Childhood Education. First, in terms of curricular areas and pedagogical approach, through a content analysis of the Portuguese Curricular Guidelines for Preschool Education. Second, by analyzing initiatives and projects that are connected to algorithmic thinking in Early Childhood Education in Portugal. Third, by presenting challenges that emerged from a set of discussions with several participants, highlighting the complexity and timeliness of the project.
- Curso â Integração de CompetĂŞncias de Pensamento AlgorĂtmico na Educação PrĂŠ-EscolarPublication . Gencel, Ä°lke Evin; AkyĂźz, BĂźĹra; KavaklÄą, Nurdan; Licardo, Marta; PerĹĄe, Tina VrĹĄnik; Pezak, Jasminka; Figueiredo, Maria Pacheco; Amante, Susana; Gomes, Helena Margarida dos Santos Vasconcelos; Rego, Belmiro; Gomes, Cristina Azevedo; P. Duarte, Rui; Alves, Valter; Operto, Fiorella; Gilardi, Luca; Ĺenol, Gizem
- A iniciação Ă prĂĄtica profissional no curso de Educação BĂĄsica: uma reflexĂŁo sobre a experiĂŞncia da Escola Superior de Educação de ViseuPublication . Menezes, LuĂs; Figueiredo, Maria Pacheco; Gomes, Cristina Azevedo; Balula, JoĂŁo Paulo; Novais, Anabela; Jales Ribeiro, Esperança; Silva, Ana Isabel; Amante, Susana; Rocha, JoĂŁo; Nunes, JoĂŁo; Lacerda, Carla; Rodrigues, CĂĄtiaOs cursos de Educação BĂĄsica (EB) integram, de acordo com a legislação em vigor, uma componente de Iniciação Ă PrĂĄtica Profissional (IPP). A forma de organizar essa componente da formação, embora regulamentada por alguns princĂpios consignados nos documentos legais, ĂŠ da responsabilidade de cada uma das instituiçþes de ensino superior que ministram o curso. Neste artigo, apresentamos um estudo que tem como objetivos: (i) refletir sobre o modelo de organização e funcionamento da componente de formação da Iniciação Ă PrĂĄtica Profissional que implementamos na Escola Superior de Educação de Viseu (ESEV); (ii) conhecer as perspetivas dos alunos do curso da licenciatura em Educação BĂĄsica sobre a IPP. Este estudo ocorre no momento em que o terceiro grupo de estudantes estĂĄ a terminar o curso de Educação BĂĄsica (2010, 2011 e 2012) e em que os primeiros estudantes terminaram ou estĂŁo a terminar os seus mestrados profissionalizantes no âmbito da formação de professores e educadores de infância (cursos que permitem dar seguimento ao curso de EB). O estudo adota uma metodologia de natureza interpretativa. Participam no estudo alunos (finalistas da licenciatura de EB) e diplomados em EB (a frequentar os mestrados de formação de professores). Os dados foram recolhidos atravĂŠs de inquĂŠrito, por questionĂĄrio e por entrevista, e anĂĄlise SWOT. Os resultados do estudo apontam para uma boa aceitação por parte dos alunos do modelo de IPP, reconhecendo a importância de contactarem com os trĂŞs nĂveis de ensino, em instituiçþes educativas diversas. Para alĂŠm disso, valorizam as tarefas desenvolvidas no âmbito da IPP, assim como o apoio da equipa multidisciplinar.
- 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.
- Curriculum âIntegration of Algorithmic Thinking Skills into Preschool EducationPublication . Evin Gencel, Ä°lke; AkyuĚz, BuĚşra; KavaklÄą, Nurdan; Yoleri, Sibel; Licardo, Marta; VrĹĄnik PerĹĄe, Tina; Pezak, Jasminka; Figueiredo, Maria Pacheco; Amante, Susana; Gomes, Helena Margarida dos Santos Vasconcelos; Gomes, Cristina Azevedo; Rego, Belmiro; Alves, Valter; Duarte, RuiALGOLITTLE is an EU funded Erasmus+ KA203 project seeking the ways of integrating algorithmic thinking skills into preschool education to cultivate futureâs code literates starting from the earliest years. When we consider the COVID-19 outbreak process, while a transformation has been being experienced in every field, education has also been digitalized in a tremendous way. These developments promise the systems digitalized in a more global scale. Therefore, it becomes important to raise individuals with the skills allowing them to keep up with the expectations of the 21st century business world. ALGOLITTLE project consortium consists of 6 partners: Ä°zmir Democracy University (Turkey), Scuola di Robotica (Italy), University of Maribor (Slovenia), University of Rijeka (Croatia), Instituto Politecnico de Viseu (Portugal) and Educloud Ed-Tech (Turkey). The consortium has been developing a curriculum and teaching materials to equip early childhood education undergraduates with the new skills which modern world demands and support them to become competent to meet the requirements of their future professions. Algorithmic thinking skills are defined as thinking about the steps to achieve a determined objective in a clear and detailed way (Brown, 2015). This term was suggested for the first time by Wing (2006) and is based on the studies of Seymour Papert (Papert, 1980, 1991). Wing (2006) claims that algorithmic thinking requires âsolving problems, designing systems and understanding human behaviour by benefiting from the basic concepts of computer scienceâ. And this becomes an opportunity in teacher education to ensure undergraduate students gain contemporary and innovative skills.