liu.seSearch for publications in DiVA
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Programming as a New Content in Swedish Preschool: What Is It and How Is It Done?
Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0001-5721-7719
Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0002-6859-1420
2019 (English)In: PATT 37 Developing a knowledge economy through technology and engineering education Msida, Malta, June 2019 / [ed] Sarah Pulé and Marc J. de Vries, Department of Technology and Entrepreneurship Education, University of Malta , 2019, p. 39-47Conference paper, Published paper (Refereed)
Abstract [en]

In 2017, the Swedish government decided on a new national strategy for digitalisation of the school system. The strategy resulted in a revision of the curricula for Swedish preschool in order to strengthen digitalisation. Although programming is not explicitly mentioned in the curriculum, programming and robots have become a more common feature of preschool teaching. There are intervention studies showing that children can develop programming skills and conceptions. However, studies of programming from a technology education perspective are rare, and there is a need for further research. This study aims to investigate how programming in a preschool context and what the teachers and children do. This study focuses on the interaction between children, teachers and technology. The programming activities in preschool are not a separate activity, but part of a wider context, hence we adapt a sociocultural perspective. The empirical data consist of two group interviews with preschool teachers and one video-recorded programming activity with children aged 4-5 years and their teachers. The data material was analysed using a thematic content analysis to inductively search for patterns in the actions and methods used by teachers and children. This study shows that four aspects of programming were communicated: instructions, sequences, bugs, and language. Moreover, the relationship between humans and the technological artefacts was characterized in three different ways: technology as I) anthropomorphic, II) gender coded, and III) autonomous or non-autonomous. Thus, the programming activities and robot were incorporated in a wider context. Technology (the robot) became a tool to achieve several learning objectives. The technology was not the main focus; the overall message constructed in this teaching setting is that the human controls and uses the technology to achieve specific purposes.

Place, publisher, year, edition, pages
Department of Technology and Entrepreneurship Education, University of Malta , 2019. p. 39-47
Keywords [en]
Preschool, programming, technology education
National Category
Learning
Identifiers
URN: urn:nbn:se:liu:diva-158488ISBN: 9789995714796 (print)OAI: oai:DiVA.org:liu-158488DiVA, id: diva2:1333822
Conference
PATT 37 Developing a knowledge economy through technology and engineering education Msida, Malta, 3-6 June 2019
Available from: 2019-07-02 Created: 2019-07-02 Last updated: 2019-09-16Bibliographically approved

Open Access in DiVA

Programming as a New Content in Swedish Preschool: What Is It and How Is It Done?(909 kB)0 downloads
File information
File name FULLTEXT01.pdfFile size 909 kBChecksum SHA-512
3cedd951c7124b799015ba92e935d58fa9a8602e57202a6f2f691d54346650d8fb7bb793748e712a207e1b41ff4eaf29a13eaf9d15f2cf68cd45a2904bbee936
Type fulltextMimetype application/pdf

Authority records BETA

Axell, CeciliaStolpe, Karin

Search in DiVA

By author/editor
Axell, CeciliaStolpe, Karin
By organisation
Learning, Aesthetics, Natural scienceFaculty of Educational Sciences
Learning

Search outside of DiVA

GoogleGoogle Scholar
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 26 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf