{"id":19025,"date":"2023-07-05T15:45:02","date_gmt":"2023-07-05T14:45:02","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/?p=19025"},"modified":"2023-07-05T15:45:02","modified_gmt":"2023-07-05T14:45:02","slug":"a-concrete-pictorial-and-abstract-approach-to-computing-science","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/2023\/07\/05\/a-concrete-pictorial-and-abstract-approach-to-computing-science\/","title":{"rendered":"A ‘Concrete, Pictorial and Abstract’ Approach to early level Computing Science"},"content":{"rendered":"
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There are clear similarities with the order and progression of early level Computing Science and early level Numeracy and Maths play and learning.<\/p>\n

go to ELC computing home<\/a><\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n

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