{"id":399,"date":"2021-03-31T14:15:24","date_gmt":"2021-03-31T13:15:24","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/computingscience\/?p=399"},"modified":"2023-07-04T18:28:04","modified_gmt":"2023-07-04T17:28:04","slug":"concrete-pictorial-abstract-approach-to-cs","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/computingscience\/2021\/03\/31\/concrete-pictorial-abstract-approach-to-cs\/","title":{"rendered":"CONCRETE, PICTORIAL & ABSTRACT APPROACH TO CS"},"content":{"rendered":"
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There are clear similarities with the order and progression computing science play based provocations are provided for learners of any level.\u00a0<\/span>\u00a0<\/span><\/p>\n

A c<\/span>oncrete – pictorial\u00a0 – abstract concept, similar to how we introduce mathematical concepts e.g.\u00a0<\/span>counting\u00a0<\/span>concrete objects such as pebbles,\u00a0<\/span>progressing\u00a0<\/span>onto subitising with visuals or with a dice then finally counting in our heads with no prompts to help us.<\/span>\u00a0<\/span><\/p>\n

In computing science, we look at the concrete stage as using our bodies, physical devices and objects we can physically manipulate.<\/span>\u00a0<\/span><\/p>\n

At the pictorial stage we are looking at\u00a0<\/span>block-based<\/span>\u00a0coding and using visuals suitable for pre readers such as\u00a0<\/span>pictorial\u00a0<\/span>algorithms\u00a0<\/span>such<\/span>\u00a0as visual\u00a0<\/span>timetables and\u00a0<\/span>simple sequences of\u00a0<\/span>instructions for baking and\u00a0<\/span>creating\u00a0<\/span>and retelling stories.<\/span>\u00a0<\/span><\/p>\n

Later on<\/span>,<\/span>\u00a0in the abstract stage, we are looking at more complex coding,<\/span>\u00a0with<\/span>\u00a0less pictures<\/span>\u00a0and\u00a0<\/span>more words<\/span>,<\/span>\u00a0introducing coding language such as\u00a0<\/span>Javascript<\/span>\u00a0and Python.<\/span>\u00a0<\/span><\/p>\n

DigiLearnScot ELC home<\/a><\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n","protected":false},"excerpt":{"rendered":"

There are clear similarities with the order and progression computing science play based provocations are provided for learners of any level.\u00a0\u00a0 A concrete – pictorial\u00a0 – abstract concept, similar to how we introduce mathematical concepts e.g.\u00a0counting\u00a0concrete objects such as pebbles,\u00a0progressing\u00a0onto subitising with visuals or with a dice then finally counting in our heads with no …<\/p>\n","protected":false},"author":61927,"featured_media":839,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[62,87,90,88],"class_list":["post-399","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized","tag-elcmainpost","tag-reading","tag-readingelc","tag-readingprimary"],"jetpack_featured_media_url":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/computingscience\/uploads\/sites\/9355\/2021\/03\/14151318\/8.png","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/computingscience\/wp-json\/wp\/v2\/posts\/399","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/computingscience\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/computingscience\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/computingscience\/wp-json\/wp\/v2\/users\/61927"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/computingscience\/wp-json\/wp\/v2\/comments?post=399"}],"version-history":[{"count":6,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/computingscience\/wp-json\/wp\/v2\/posts\/399\/revisions"}],"predecessor-version":[{"id":2054,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/computingscience\/wp-json\/wp\/v2\/posts\/399\/revisions\/2054"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/computingscience\/wp-json\/wp\/v2\/media\/839"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/computingscience\/wp-json\/wp\/v2\/media?parent=399"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/computingscience\/wp-json\/wp\/v2\/categories?post=399"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/computingscience\/wp-json\/wp\/v2\/tags?post=399"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}