Computational Transformations of Early Childhood Education: Pathways toward Child-Centred Computing in Two Educational Change Projects
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| Title: | Computational Transformations of Early Childhood Education: Pathways toward Child-Centred Computing in Two Educational Change Projects |
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| Language: | English |
| Authors: | Robin Samuelsson (ORCID |
| Source: | British Journal of Educational Technology. 2025 56(4):1573-1592. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Computer Science Education, Play, Early Childhood Education, Technology Integration, Teaching Methods, Inclusion, Learning Processes, Programming, Preschool Education, Student Centered Learning |
| DOI: | 10.1111/bjet.13536 |
| ISSN: | 0007-1013 1467-8535 |
| Abstract: | Programming is becoming a key subject in early education globally, with surging problems of how computer science can become a subject for children of all ages and backgrounds. Problems of implementing new technologies in the old curricula have long been noted, and lately, concern over computer science education goals is often too narrow and skills-based without concerns for the critical educational potential. This study follows the change process of two case preschool departments implementing programming with a floor robot across a seven-month design process. Mixed analytical techniques based on activity theory are used to examine the tensions, conflicts and development of pedagogical alternatives. The studies show the strenuous change processes involving local transformations toward a child-centred, inclusive early computer science education and development of projects centring making, children's exploration, tinkering and play as key parts of the learning process. It discusses how the considerable change processes enabled pedagogical solutions coherent with important concepts in computer programming and how computing education can build on child-centred pedagogies through local adaptations and age-appropriate designs. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1473805 |
| Database: | ERIC |
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| Abstract: | Programming is becoming a key subject in early education globally, with surging problems of how computer science can become a subject for children of all ages and backgrounds. Problems of implementing new technologies in the old curricula have long been noted, and lately, concern over computer science education goals is often too narrow and skills-based without concerns for the critical educational potential. This study follows the change process of two case preschool departments implementing programming with a floor robot across a seven-month design process. Mixed analytical techniques based on activity theory are used to examine the tensions, conflicts and development of pedagogical alternatives. The studies show the strenuous change processes involving local transformations toward a child-centred, inclusive early computer science education and development of projects centring making, children's exploration, tinkering and play as key parts of the learning process. It discusses how the considerable change processes enabled pedagogical solutions coherent with important concepts in computer programming and how computing education can build on child-centred pedagogies through local adaptations and age-appropriate designs. |
|---|---|
| ISSN: | 0007-1013 1467-8535 |
| DOI: | 10.1111/bjet.13536 |
