Why Should We Integrate Computational Thinking From an Early Age?
Computational thinking focuses on developing skills such as problem solving, task decomposition and creating structured solutions.
More and more experts are advocating the importance of introducing children to programming at an early age, an issue we have echoed in Silicon.es.
Moreover, programming skills are no longer a requirement only for professionals in the ICT sector, something we have also discussed.
But perhaps we should be more open-minded and not limit ourselves to programming alone. ‘Computational thinking is a fundamental skill in the 21st century, comparable to mathematical or scientific thinking, which goes beyond simple programming,’ says Jorge Calvo, professor and director of Innovation and Technologies at the European School of Madrid, in an article.
‘Instead of just understanding coding languages, such as Python or Scratch, computational thinking focuses on developing critical skills such as problem solving, task decomposition and creating structured solutions. These skills are not only applicable in technology, but also in various aspects of daily life and learning,’ he stresses.
Thus, instead of focusing on teaching programming, which can be too complicated at an early age, he advocates promoting computational thinking, as he believes it is ‘a more accessible and effective alternative, especially for ages 3 to 6’.
Advantages of teaching computational thinking
‘When we work with computational thinking from an early age, children begin to develop a deep understanding of how to structure and approach problems. For example, by breaking down a complex task like tidying up the classroom into simpler steps, students not only learn to organise themselves, but also internalise how a computational system might approach a task like this, starting with the largest objects, then the medium-sized ones, and then the small ones,’ Calvo specifies.
In addition, he notes that working on computational thinking in an unplugged classroom eliminates dependence on electronic devices and allows teachers to focus on manipulative and creative teaching strategies.
‘In these classrooms, traditional materials, such as blocks, flashcards, sheets of paper and visual aids, become powerful tools for teaching key concepts. For example, activities such as designing sequences of movements or identifying patterns in everyday objects foster skills that can then be transferred to the technological realm,’ he says.
‘Working on problem-solving skills from an early age not only has an impact on academic development, but also fosters transversal skills such as collaboration, communication and persistence. These skills are essential in an ever-changing world of work and form the basis for future learning in areas such as science, mathematics and technology’.
He also stresses that computational thinking prepares children to face a future where technology will be a ubiquitous tool. ‘By learning to structure ideas, solve problems and work in teams, students develop a mindset that will allow them to adapt and thrive in whatever field they choose,’ he says.
On the other hand, he believes that adopting an unplugged classroom approach ‘not only democratises access to learning, but also allows for the integration of computational thinking in contexts where technological resources are limited’.
Important role of the teacher
The professor at the European School of Madrid emphasises the important role that teachers play in the successful integration of computational thinking in the classroom, so their preparation is essential.
‘It is essential that they themselves develop a solid understanding of the concepts and skills they wish to teach. This includes everything from understanding how to break down problems to how to facilitate activities that promote creativity and logical thinking in children,’ he says.
In addition, he points out that ‘unplugged learning is highly adaptable, allowing teachers to adjust activities according to the maturity and abilities of the students. Thus, a teacher trained in computational thinking is not only able to transfer this knowledge to his or her students, but can also adapt his or her teaching for different age groups.
‘For example, in a three-year-old group, activities can focus on identifying basic patterns or performing simple sequences. While for five-year-olds, you can introduce the decomposition of more complex tasks,’ Calvo points out.
