An introduction to computational thinking

Amy Shelley YPO Buyer - Educational ICT

Starting primary school presents children with many new challenges and skills to learn – including computer programming. As an early years provider, you’ll want to give your little ones the best possible start but introducing the subject of computing may seem like a daunting task.

The good news is, it doesn’t have to be! Computational thinking underpins everything that children will need to learn for computing and can be introduced in the EYFS before a child even sits in front of a computer.

In this blog, we’ll look at the six main areas of computational thinking: algorithms, abstraction, logic, decomposition, pattern recognition and evaluation. We’ll provide some example activities and hopefully make the introduction of computing – even to young learners, a bit more manageable.

to solve a problem 1 similarities 5 20

A nice way to engage the class in pattern recognition is by using matching pairs or top trump cards. Ask small groups to see how many similarities they can spot between the cards, including ones that may not be immediately obvious – look for shapes, colours, patterns and much more.

Keep this simple to start with, ask children either individually or in groups to describe the actions of getting ready in the morning or their journey to nursery. Naturally they will break down the process into individual steps. This is a great pre-cursor to mapping out coding directions on a floor mat for a floor robot and introducing if/or rules.

Pattern Recognition Observe patterns, trends and spot

Algorithms Creating step by step instructions or rules

removing unnecessary detail 2 judgements 6

At the end of every lesson or task, take time to reflect on the activity itself and the outcomes. Did everything go to plan? What could be improved next time? There are lots of questions which can be applied across all areas of learning.

Using maths counters of different shapes and colours, task the class with some activities which will encourage grouping ‘important’ things with ‘unnecessary’ ones. For example, “please group together all the red counters” – would prioritise the importance of the colour of the counters but not the shape.

Abstraction Identifying important information and

Evaluation Assessing the solution and making

Shop Little Learners

Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28