Coding in early childhood

Abstract

This article presents steps that can be used to expose children to concrete experiences of practicing coding using unplugged activities, including using directional words or directional arrows, using sequential words, combining both directional and sequential words, and connecting with grids.

“Programming” or “coding” is defined as the act or process of planning or writing a program that results in a machine accomplishing a target outcome (Dictionary.com, 2005). According to Mclennan (2017), the coding process involves creating a detailed step-by-step directions that a machine interprets and follows through. The list of acts or step-by-step instructions that allows a machine to accomplish a target outcome is called an algorithm. When children code, it involves an algorithm. Coding-based systems are everywhere in society and children’s lives, and children experience and manipulate these systems without recognizing them on a daily basis (cell phones, automated doors, robot vacuums, etc.). Coding practice involves various early mathematical and scientific skills and processes, including spatial sense, number sense, problem-solving skills, inquiry skills and reasoning skills. In addition, coding involves communication skills. Coding and decoding (understanding and interpreting coding) occur simultaneously. When children code, they are likely to decode as well. It is the same as the use of language. When children speak, they are likely to understand what they are saying.

Research suggests that coding experience enhances children’s interest in knowledge and skills include engineering-science, technology, engineering, and mathematics (STEM) areas, and reduces gender-biased stereotypes associated with STEM careers (Metz, 2007). In fact, recent studies prove the positive effects of using coding in early childhood on children’s attitudes, knowledge, and skills in various areas such as problem-solving and computational thinking (e.g. see Bers et al., 2014; Sullivan and Bers, 2016). The major concern is how to expose children to, or provide children with, early coding/precoding experiences in a developmentally appropriate manner. Starting from where children currently are developmentally is an important aspect to consider. In order to make coding practice meaningful, it is also critical to start from meaningful contexts where children currently live. Instead of exposing children to computer coding programs (plugged-in activities), it is also important to help them become familiar with coding using hands-on activities with concrete representations (“unplugged activities” without computers). After children become familiar with concrete representational coding words, they may play with plugged-in activities (computer coding programs) later. This article focuses on unplugged aspects when coding in early childhood.

Before implementing any types of coding activity or play, children should be familiar with directional words, sequential words, and combinations of these words. They must also understand these words in a space including a grid, which is the foundation when they transition to plugged-in activities. Furthermore, children should be able to decode in order to code, which means that they should understand movements based on directional and sequential words before they create or code a direction using these words.

Using directional words or directional arrows

In order to introduce coding to young children, it is important to know the terms or words used in an official coding process and to present the terms or words in ways children understand. Directional words are frequently used in the coding process. In order to help children become familiar with directional words (e.g. move forward, move backward, turn left, turn right), it is necessary for teachers of young children to integrate these words in children’s daily lives. For instance, instead of saying “Come here,” a teacher might say “Come forward,” or instead of saying “Sit by John,” a teacher might say “Sit by John’s left side” and point to that side. This provides a cue for young children about where to sit even though they do not yet know the directional words.

These directional terms may be a little challenging at first. When a teacher uses directional words, it benefits children to use a hand or finger to point, or arrow signals. Displaying posters with directional words and arrow signals in the classroom also helps children, as they see the words with the directional signs.

Using sequential words

Children must also learn sequential ordinal words (first, second, third, etc.). Coding in unplugged activities is a process of breaking a whole task into several detailed steps so that the task can be completed. Any performance-based tasks are appropriate for helping children practice coding. For example, a teacher might ask children to share what they do in the morning from waking up to coming to school using sequential words. The teacher can also present picture cards and ask the children to place them in a sequence and explain what happened based on the picture cards. Referring to their daily routine, a teacher might ask children to share the steps of how they brush their teeth or wash their face. Breaking a task (brushing teeth or washing face) into several detailed steps is an important part of learning to code.

Combining both directional and sequential words

The last step to help children become familiar with coding is to provide opportunities to practice following or understanding directions using both directional and sequential words. Integrating both types of words in a command using children’s daily routines helps children understand them in an authentic setting. This can be easily integrated in any types of activities using kinesthetic or concrete representations. For example, a teacher might set up time for morning movements (this could be called “robot time”) and have the children pretend to be robots while the teacher pretends to be the commander. The rule is that all robots must follow the commander’s direction. The teacher can then integrate the terms when commanding the children (robots): first, move forward taking one step; second, move forward taking two steps; third, turn right (showing the right arrow card or pointing to the right); fourth, move forward taking one step; fifth, turn left (showing the left arrow card or pointing to the left).

Other examples involve any type of mapping. For example, a treasure hunt is a great activity that lets children practice both directional and sequential words. A teacher may ask children to find a piece of treasure by giving them clear oral instructions using directional and sequential words: first, you will stand up and move forward, taking five steps to the white board; second, you will turn right; third, you will move forward to the teacher’s table; fourth, you will look under the table; and, fifth, you will collect the treasure. When providing children with directions, it is necessary to allow them to draw their own treasure map by listening to your directions. This is part of the coding process and can be done as a group. A teacher might provide children with different locations to find the treasure by giving them oral directions and having the children draw their own map. Grid paper including benchmark pictures (the white board or teacher’s table) will also help children see directions on the map. They will eventually use grid paper when they code using concrete materials, so it is necessary to integrate grid paper into any mapping activities.

Connecting with grids

Once children become familiar with both directional and sequential terms in a classroom setting, integrating grid paper into the activities helps children understand directions on the grid, which they will eventually use when coding in a plugged-in setting. For example, a teacher may integrate a grid-paper concept in a movement activity by using colored tape to create a grid (two by two, two by three, or three by three, depending on the children’s level of understanding) on the floor and having children move on the grid according to the teacher’s or other children’s commands, such as oral directions or directional and sequential cards. This practice provides children with concrete experiences before they make the transition to plugged-in virtual experiences with coding.

Conclusion

Coding has become common in early and elementary education. Early childhood educators must know and provide children with concrete experiences related to coding in ways children enjoy and understand. Starting with children’s routine or daily life experiences is an efficient way to help them become familiar with coding and do it themselves.