Every child a coder?: Research challenges for a 5--18 programming curriculum

Kate Howland; Judith Good; Judy Robertson; Andrew Manches

doi:10.1145/2771839.2771954

Every child a coder? Research challenges for a 5--18 programming curriculum

Kate Howland, Judith Good, Judy Robertson, Andrew Manches

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Abstract

The current drive in many countries to teach computing, particularly programming, to all from an early age, has potential to empower and support children in creative and problem-solving tasks. However, there are a number of challenges in ensuring that computing curricula, tools and environments embody appropriate progression and engender motivation for the topic across the school years. This workshop will consider the key research challenges in learning coding throughout childhood, with contributions from developmental psychologists, educators, researchers of children’s programming, and designers of developmentally appropriate technologies for children.

Original language	English
Title of host publication	IDC '15 Proceedings of the 14th International Conference on Interaction Design and Children
Publisher	ACM
Pages	470-473
Number of pages	4
ISBN (Electronic)	9781450335904
DOIs	https://doi.org/10.1145/2771839.2771954
Publication status	E-pub ahead of print - 21 Jun 2015
Event	the 14th International Conference - Boston, Massachusetts Duration: 21 Jun 2015 → 24 Jun 2015

Conference

Conference	the 14th International Conference
Period	21/06/15 → 24/06/15

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10.1145/2771839.2771954

Cite this

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title = "Every child a coder?: Research challenges for a 5--18 programming curriculum",

abstract = "The current drive in many countries to teach computing, particularly programming, to all from an early age, has potential to empower and support children in creative and problem-solving tasks. However, there are a number of challenges in ensuring that computing curricula, tools and environments embody appropriate progression and engender motivation for the topic across the school years. This workshop will consider the key research challenges in learning coding throughout childhood, with contributions from developmental psychologists, educators, researchers of children{\textquoteright}s programming, and designers of developmentally appropriate technologies for children. ",

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N2 - The current drive in many countries to teach computing, particularly programming, to all from an early age, has potential to empower and support children in creative and problem-solving tasks. However, there are a number of challenges in ensuring that computing curricula, tools and environments embody appropriate progression and engender motivation for the topic across the school years. This workshop will consider the key research challenges in learning coding throughout childhood, with contributions from developmental psychologists, educators, researchers of children’s programming, and designers of developmentally appropriate technologies for children.

AB - The current drive in many countries to teach computing, particularly programming, to all from an early age, has potential to empower and support children in creative and problem-solving tasks. However, there are a number of challenges in ensuring that computing curricula, tools and environments embody appropriate progression and engender motivation for the topic across the school years. This workshop will consider the key research challenges in learning coding throughout childhood, with contributions from developmental psychologists, educators, researchers of children’s programming, and designers of developmentally appropriate technologies for children.

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DO - 10.1145/2771839.2771954

M3 - Conference contribution

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BT - IDC '15 Proceedings of the 14th International Conference on Interaction Design and Children

PB - ACM

Y2 - 21 June 2015 through 24 June 2015

ER -

Every child a coder? Research challenges for a 5--18 programming curriculum

Abstract

Conference

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