CONTEXT Today, computational thinking is critical in terms of empowering problem solving, critical thinking and decision making skills, and understanding the limits of human and machine intelligence. Pupils with computational thinking skills are better at understanding and using computer-based technologies, which are necessary for today’s world and the future. Enhancing the computational thinking and teaching coding, encourages pupils to create and develop new products instead of just being passive users of technology. Early childhood education from 4-6 years is a very critical period for the development of children before they start primary school. Early childhood education forms the basis of social, emotional, physical and cognitive development of individuals and brings the highest return rates throughout the lifelong learning process. In a world, in which 21st century skills are linked to technology based innovations, fostering computational thinking skills will provide children to be effective decision makers, problem solvers and developers of the world. Learning programming and computational thinking in early years should be "fun", "playful" and "like a game". Simple hands-on educational toys (teaching materials) supported with colorful boards, robots, carpets or big puzzle pieces, and the most importantly working without a need for screens or literacy are a huge need in preschool education today. Playing with algorithms, functions, loops, sequences by using tangible, inclusive, engaging and accessible educational toys but at the same time, not realizing or understanding that you are gaining wonderful skills necessary for the demands of 21st century is a great way of learning. Educational games developed to use the developed teaching materials will also facilitate teaching practices. In the partner countries, coding education or fostering very basic computational thinking skills in preschool level hasn't been on the educational authorities' or policy makers' agenda yet. United Kingdom has the leading role in terms of including mandatory coding lessons into the primary school curricula starting from 2014 and there are newly emerging considerations of coding education in preschool level without screen. Italy is one of the prominent European countries where primary school children learn coding, but not as mandatory. Turkey has taken serious steps in coding education recently and it has become compulsory in 5th and 6th grades and optional in 7th and 8th grades in junior high school level. In Latvia and Romania introduction to coding education hasn't been on the agenda of preschool or primary school education authorities. Hereby seen that there is a huge need to foster very basic computational thinking skills in preschools and naturally there have been no serious initiatives at teacher education departments yet, since the subject has come to fore very recently. AIM & OBJECTIVES Hereby, the project practice aims at contributing to capacity building in the eduction sector to foster children very basic computational thinking skills at preschool level in the partner countries through up-skilling Preschool Teaching Undergraduates in terms of teaching very basics of coding without computers and with innovative and engaging games and fun activities. TARGET GROUP The target group will include 30 preschool teaching undergraduates who will receive training in Genoa. METHODOLOGY & ACTIVITIES The methodology we intend to apply includes; A- Communication and management activities B- Qualitative research methods: Focus Group Interviews in Workshops, Case Studies, Literature Reviews C- Quantitative research methods: Survey method (questionnaires(, Experimental Studies-During Training Activity) D- Dissemination Methods: Through On-site Events, Virtual Platforms and Networks, Project Website RESULTS Project will develop curriculum, teaching materials and linked games for undergraduates to practice in early childhood settings and teach them how to produce their own materials. In addition a lecturer's manual will be prepared to be used in the training activity. Outputs will be specifically developed to ensure Preschool Teaching Undergraduates to have up-to-date and highly demanded knowledge and skills in their field as in the following: 1- Motivating children to learn computational thinking through fun and engaging games and teaching materials 2- Fostering children decision making, problem solving and logical reasoning skills, IMPACT Project activities will directly impact on competences enabling preschool teaching undergraduates to respond to changing requirements of teaching practice. Partners will have opportunity to integrate developed curriculum into existing preschool teaching curriculum and provide its sustainability. Interested universities/institutions will be able to access project outputs. A standard research example will be set. Project activities and their results will be conveyed to academia.
The aim of the EARLYCODE project was up-skilling preschool teaching undergraduates on Computational Thinking and Coding Education and equipping them to inspire and teach children computational thinking principals utilizing effective, innovative and engaging methods. The project intended to improve capacity within the education sector to provide high quality computational thinking teaching at preschool level in the partner countries. The project specifically targeted higher education students studying to become preschool teachers. EARLYCODE project focused on developing teaching materials for Preschool Education undergraduates, lecturers and preschool teachers on computational thinking and introduction to coding. Pupils with computational thinking skills are better at understanding and using computer-based technologies, which are necessary for today’s world and the future. Enhancing the computational thinking and teaching coding, encourages pupils to create and develop new products instead of just being passive users of technology. Early childhood education from 4-6 years is a very critical period for the development of children before they start primary school. In a world, in which 21st century skills are linked to technology based innovations, fostering computational thinking skills will provide children to be effective decision makers, problem solvers and developers of the world. Considering the above mentioned aim and requirements, three main outputs were designed, developed and made available within EARLYCODE project: 1. Computational Thinking & Coding for Children" Course Curriculum: "Computational Thinking & Coding for Children" course is developed for Early Childhood teacher undergraduates to develop an understanding of the current needs in Computational Thinking (CT) and Coding in Early Childhood Education. 2. Handbook of Teaching Materials: Handbook of Teaching Materials include educational resources for fostering and developing computational thinking and introduction to coding. This handbook is explicitly designed for teachers who want to develop their knowledge in teaching Computational Thinking and Coding in Early Childhood Education and to obtain further tools and strategies to improve their teaching skills. 3. Manual for Computational Thinking and Introduction to Coding: The Training Manual on Computational Thinking and Introduction to Coding for Preschool Education has been developed in order to guide trainers and lecturers to implement the course curriculum in Early Childhood Education programs. The project team consisted of Educational Technologists, Early Childhood Education specialists, Coding and Robotic experts, researchers and project experts from 5 different countries (Turkey, Italy, Latvia, Northern Ireland and Romania). This strong consortium of the project team resulted in high quality and innovative project results and also effective dissemination. All intellectual outputs were also translated in local languages of partner countries and disseminated. Participants of the project were undergraduates of Early Childhood Education. Project team reached a big number of undergraduates as target group. Three of the project partners are universities. University lecturers and preschool teachers were also included in the project process. Dissemination process, multiplier events and other local activities had a target group consisting of teacher candidates, preschool teachers, researchers, managers, lecturers and other stakeholders. EARLYCODE project intended to cover all relevant teaching materials in order to reach its aim and developed a comprehensive solution to the problem; "How to improve children's computational thinking skills and teach them basic coding principles and how educate preschool teacher candidates for this purpose?". In this point of view, materials and outputs were developed considering Early Childhood teacher undergraduates, lecturers, teachers and children. A lecturer of an Early Childhood Education program has now a curriculum to be implemented and a manual ragarding basic subject matter knowledge and also how to implement the curriculum. A teacher candidate is now able to attend the "Computational Thinking & Coding for Children" course in order to be ready for teaching coding and developing computational thinking skills of their future students/children. They will also benefit from "Handbook of Teaching Materials" which includes basic information, teaching materials, activity plans and other resources. An inservice preschool teacher can also take advantage of the Handbook of Teaching Materials. Interested universities/institutions are able to access project outputs. Some universities from partner countries have already started attempts to teach the course as elective in their Early Childhood Education programs. In addition, inservice preschool teachers have started to utilize project outputs. EARLYCODE team will go on providing support for stakeholders.