Join us in a 30-minute information giving session, introducing the brand new Digital Learning Through Play Award in ELC and to find out about the new accompanying CLPL professional learning network.
22/08/24 11 am
22/08/24 4pm
19/09/24 10am
19/09/24 4pm
The Digital ELC Award for Scotland (DSAS) Introduction Session. Tickets, Multiple Dates | Eventbrite
There are clear similarities with the order and progression of early level Computing Science and early level Numeracy and Maths play and learning.
We can use a concrete – pictorial – abstract concept in Computing Science, similar to how we introduce mathematical concepts e.g. counting concrete objects such as pebbles, progressing onto subitising with visuals or with dice then finally counting in our heads with no prompts to help us.
In early level Computing Science, we begin to learn about algorithms. We look at the concrete stage as using our bodies, physical devices and objects we can physically manipulate. We might explore the range of activities from Barefoot Computing, Hello Ruby and CS Unplugged. We do not need programmable devices to delve into early level computing science. We can even explore algorithms through dancing!
At the pictorial stage, we are looking at block-based coding and using visuals suitable for pre-readers, e.g., pictorial algorithms such as visual timetables and simple sequences of instructions for baking and creating and retelling stories. We might also begin to explore coding apps such as Scratch Jnr and websites such as Code.org
Later on, in the abstract stage, we are looking at more complex coding, with fewer pictures and more words, introducing coding languages, such as Javascript and Python.
This webinar was delivered to raise and support practitioner awareness of the National advice, guidance and where to access a wealth of free learning and teaching resources to embed computing science at early level. This session welcomed practitioners working with learners are in ELC or Primary School AND all other practitioners who work with learners at any level, with an interest in creatively embedding computing science their learning environment.
This webinar focussed on how we create experiences and spaces that allows computing science to be embedded at the early level through play and where we can access a wealth of free learning and teaching resources to embed unplugged computing science at the early level. It explored a range of unplugged activity ideas and the concepts, approaches and key vocabulary of computational thinking.
In this webinar recording, we explore programmable devices and online coding and computing science resources/apps and discuss how to introduce them via play at early level. This webinar builds on content delivered in the prior two webinars.
Nina and the Neurons: Go Digital – CBeebies – BBC
What is digital technology? – BBC Bitesize
What is a computer system? – BBC Bitesize
What are computer games? – BBC Bitesize
Software – 1st level Computing Science and ICT – BBC Bitesize
BBC Learning – What Is Coding – Rumpus
What’s inside a computer? | Hello Ruby (loosely based, could model, paint, build)
Direction/arrow algorithm cards/visuals
BeeBot mat scenes (communication4all.co.uk)
Human Codeapillar cards (by Judi Regan Tayside)
Codeapillar challenge cards (by Judi Regan Tayside)
Codeapillar SLF handout (Judi Regan Tayside)
An overview of Computational Thinking in Early Years | Resources | Barefoot Computing
Computational thinking for pre-schoolers — Hello World (raspberrypi.org)
An introduction to unplugged coding for preschool children — Hello World (raspberrypi.org)
From Fakebot to Bee-Bot — Hello World (raspberrypi.org)
Many of the concepts and approaches of Computing Science will already be familiar to you. By looking at the Sway and video below, and on the ELC Computing Science Learning Pathway page, we think you will recognise that you are already embedding Computing Science through play, perhaps without even realising it, in your environment, daily interactions and experiences you provide for the children in your care.
How can we ensure children are growing up to be creative thinkers and problem solvers?
We can provide them with the opportunities, the time and the space to explore, tinker, investigate and experiment!
Glow Blogs uses cookies to enhance your experience on our service. By using this service or closing this message you consent to our use of those cookies. Please read our Cookie Policy.
You must be logged in to post a comment.