Developing computational thinking through pattern recognition in early years education

Abstract

Alongside recent UK initiatives on computing education, coupled with demands for the development of broader societal digital competencies, we propose that computational thinking skills can be taught to early year students and highlight a method for teaching a specific aspect, namely pattern recognition. Although our example might appear specific to this context, we identify how this could readily be extended to a broader class of educational settings, proposing an underlying pedagogical framework. Finally, a proof-of-concept prototype, corresponding to the implementation of the method, is highlighted.