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- 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.
- 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.