Investigating Preschool Educators' Implementation of Computer Programming in Their Teaching Practice

Autor/inn/en	Otterborn, Anna; Schönborn, Konrad J.; Hultén, Magnus
Titel	Investigating Preschool Educators' Implementation of Computer Programming in Their Teaching Practice
Quelle	In: Early Childhood Education Journal, 48 (2020) 3, S.253-262 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Otterborn, Anna) ORCID (Schönborn, Konrad J.) ORCID (Hultén, Magnus)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-019-00976-y
Schlagwörter	Preschool Teachers; Curriculum Implementation; Programming; Preschool Curriculum; Foreign Countries; Computer Software; Handheld Devices; Thinking Skills; 21st Century Skills; Interdisciplinary Approach; Computer Literacy; Young Children; Sweden + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Programmierung; Ausland; Denkfähigkeit; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Computerkenntnisse; Frühe Kindheit; Schweden
Abstract	Modern preschool education is seen as an essential foundation for nurturing children's digital literacy. Early childhood education environments have witnessed increased emphasis on integrating programming activities in combination with digital tablets. However, little is known about how preschool teachers implement programming as part of pedagogical strategies during practice. In Sweden, although there is a mandate to develop children's understanding of the digital world, programming is not formally mentioned in the revised preschool curriculum. This study systematically investigates how Swedish preschool teachers implement programming activities in their teaching practice. Data was collected through a national online survey (n = 199). Findings revealed a range of apps and resources used in combination with tablets, where activity integration takes place as unplugged programming, digital programming, or as a combination of the former. Teachers markedly attributed intended learning goals around programming to tenets of computational thinking and "twenty-first century skills". Moreover, programming was often actively linked to learning in other domains such as science, technology, mathematics, and language, approaches that show traditional Swedish preschool teaching practices being recontextualized in terms of programming. Based on the reported findings that provide insight into the implementation of programming in preschools, a logical future research avenue lies in exploring the documented programming activities from the perspective of the children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01