Invited Commentary

Just Using Computers for Any Subject is Not Enough to Acquire Computational Thinking in Early Childhood Education

Autores

  • Maria Julia Hermida Universidade Nacional de Hurlingham
  • María Magdalena Garzón Fundação Sadosky
  • María Cecilia Martinez Universidade Nacional de Córdoba

DOI:

https://doi.org/10.5935/1980-6906/ePTPIC15617.en

Palavras-chave:

invited

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Referências

Bers, M. U. (2019). Coding as another language: A pedagogical approach for teaching computer science in early childhood. Journal of Computers in Education, 6, 499–528. https://doi.org/10.1007/s40692-019-00147-3

Bers, M. U., González-González, C., & Armas-Torres, M. B. (2019). Coding as a playground: Promoting positive learning experiences in childhood classrooms. Computers & Education, 138, 130–145. https://doi.org/10.1016/j.compedu.2019.04.013

Cragg, L., & Gilmore, C. (2014). Skills underlying mathematics: The role of executive function in the development of mathematics proficiency. Trends in Neuroscience and Education, 3(2), 63–68. https://doi.org/10.1016/j.tine.2013.12.001

Denning, P. J. (Ed.). (1989). A debate on teaching computing science. Communications of the ACM, 32(12), 1397–1414. https://doi.org/10.1145/76380.76381

Di Lieto, M. C., Pecini, C., Castro, E., Inguaggiato, E., Cecchi, F., Dario, P., Cioni, G., & Sgandurra, G. (2020). Empowering executive functions in 5- and 6-year-old typically developing children through educational robotics: An RCT study. Frontiers in Psychology, 10, 3084. https://doi.org/10.3389/fpsyg.2019.03084

Hermida, M. J., Goldin, A. P., Perez Santangelo, A., Lipina, S. J., & Schapachnik, F. P. (2022, September 11–14). Effects of teaching programming on executive functions in children from low socioeconomic status. 3rd FALAN Congress, Belem, Brazil. https://osf.io/s4h35/?view_only=6bce1ce66daf4855b6d63110bb495132

Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41(1), 49–100. https://doi.org/10.1006/cogp.1999.0734

Moffett, L., & Morrison, F. J. (2020). Off-task behavior in kindergarten: Relations to executive function and academic achievement. Journal of Educational Psychology, 112(5), 938–955. https://doi.org/10.1037/edu0000397

Myers, E. K. (2021). The role of executive function and self-regulation in the development of computational thinking. In M. Bers (Ed.), Teaching computational thinking and coding to young children (pp. 64–83). IGI Global. https://doi.org/10.4018/978-1-7998-7308-2

Robertson, J., Gray, S., Toye, M., & Booth, J. (2020). The relationship between executive functions and computational thinking. International Journal of Computer Science Education in Schools, 3(4), 35–49. https://doi.org/10.21585/ijcses.v3i4.76

Wing, J. M. (2011). Research notebook: Computational thinking--what and why? The Link – Magazine of Carnegie Mellon University’s School of Computer Science. https://www.cs.cmu.edu/link/research-notebook-computational-thinking-what-and-why

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Publicado

19.12.2022

Como Citar

Hermida, M. J., Garzón, M. M., & Martinez, M. C. (2022). Invited Commentary: Just Using Computers for Any Subject is Not Enough to Acquire Computational Thinking in Early Childhood Education. Revista Psicologia: Teoria E Prática, 25(1), ePTPIC15617. https://doi.org/10.5935/1980-6906/ePTPIC15617.en

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