Designing Inclusive Computational Thinking Learning Trajectories for the Youngest Learners

Foundational thinking for later use of technology, particularly coding, is necessary for an inclusive and sustainable future. Inclusive practices beginning in early childhood recognize children’s innate development of computational thinking—sequencing, repetition and looping, debugging, decomposing...

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Autors principals:	Shannon Stark Guss, Douglas H. Clements, Elica Sharifnia, Julie Sarama, Adam Holland, Chih-Ing Lim, Megan Vinh
Format:	Artigo
Idioma:	Inglês
Publicat:	MDPI AG 2024-07-01
Col·lecció:	Education Sciences
Matèries:	STEM education curriculum research equity inclusion early childhood
Accés en línia:	https://www.mdpi.com/2227-7102/14/7/733
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