Coding in the Classroom

 

How Introducing Coding Activities Can Help Children Develop Problem-Solving and Logical Thinking Skills

Coding has emerged as a powerful tool for nurturing problem-solving and logical thinking skills in young learners. Learning how to code will develop these skills for a pupil to ‘create programs, systems and a range of content’ (Department for Education (DfE), 2013, p178) as part of the curriculum and throughout. As this blog will evaluate, these cognitive skills allow children to exploit the potential of coding in a creative and innovative approach (Turvey et al., 2016). Children can consolidate their understanding through engaging activities, plugged and unplugged, unlike solely practicing coding skills (Berry, 2015).

Computers do not operate in a random manner or according to their current mood, therefore, they are ‘predictable’ (Berry, 2015, p8). How computers understand code can be taught through several games (Berry, 2013), online and offline. Computer games bring a variety of approaches to expression; addressed pictorially for children to engage and learn from (Turvey et al., 2016). However, to comprehend how they work, crucial terminology - discussed in the video below - should be directed at young learners (DfE, 2013):

Examples below highlight experimentation with ‘Turtle Academy’. Developing my own logical reasoning, I evaluated errors in my own algorithm and was able to correct myself until the goal was achieved (shown in the screenshots).

I then stretched my current skills into making more challenging shapes. To make the hexagon below, I identified the number of sides, how far the turtle should move forward, and how much it should turn right: 

To advance this activity even further, more steps to coding could be introduced. By teaching the program what a hexagon is, I was able to form patterns through repeating the shape and rotating it in my code:

Thus, learners should be encouraged to face these problems - confidently proposing alternative strategies - in aim to develop their computational thinking through problem solving and logical reasoning (Baroutsis, A. et al. 2019). Some pupils may even recognise the real-world applications of coding in machines like microwaves and coffee machines, all coded to perform tasks with precision (Berry, 2015).

From these exercises, children can identify cross-curricular links. In Key Stage 1, ‘Turtle Academy’ teaches pupils artistic methods like ‘pattern’ making (DfE, 2013, p177). In mathematics, children can ‘recognise and name common 2-D and 3-D shapes’ (DfE, 2013, p106) - like those produced above.

The term unplugged refers to teaching coding concepts without digital equipment. Concepts, as those defined in the previous video, can be explored by ‘using pencil and paper or role-play activities’ (Berry, 2015, p51). Key Stage 1 may encounter completing worksheets related to coding, namely wordsearches and pixel art. Key Stage 2 may role-play communication, as though they were providing code for an algorithm.

In summary, coding can be taught through enjoyable activities to help pupils develop their computational thinking skills. These skills can be integrated into comprehending of how the world around us works and encourage potential aspirations. Because technology plays a key role in our lives, I find it important to teach children exactly how it contributes to us. Providing learners with motivation to complete tasks, I aspire to incorporate enjoyable unplugged and game-based approaches to learning innovative concepts and procedures into my future teaching (DfE, 2019).

Reference List:

- Baroutsis, A. et al. (2019) ‘Computational thinking as a foundation for coding: Developing student engagement and learning'
- Berry, Miles. COMPUTING at SCHOOL Computing a CPD Toolkit for Primary Teachers FUNDED BY. 2015.

- Berry, Miles . Computing in the National Curriculum : A Guide for Primary Teachers. Great Britain, Computing At School, 2013. Accessed 16 Feb. 2024.

- Department for Education. ITT Core Content Framework . Department for Education, 2019. 

- Department for Education. The National Curriculum in England Key Stages 1 and 2 Framework Document. Sept. 2013.

- “Turtle Academy.” Turtleacademy.com, turtleacademy.com/playground. Accessed 14 Feb. 2024.

- Turvey, Keith, et al. Primary Computing and Digital Technologies: Knowledge, Understanding and Practice. Learning Matters, 14 Sept. 2016. Accessed 25 Feb. 2024.

- Waite, Jane. “Primary Computational Thinking Actions Edited.” Www.youtube.com, 18 June 2016, www.youtube.com/watch?v=J2v9VOlUnyg. Accessed 20 Feb. 2024.