This article is part of the debate surrounding the practice of coding with special attention on the use of a visual programming language, such as ScratchJr, in Kindergarten. Starting from the current National Guidelines issued by the Italian Ministry for Education and Research (MIUR), the article, after introducing the theoretical framework, presents the peculiarities and educational potential of the ScratchJr App. Situated at the crossroad between the examination of theoretical reflections and of didactic practices, the article shows an approach to the quantity-number correspondence in classroom. The discussed teaching practice has been taken from an action research project aimed to provide validation of the requirements and procedures for introducing ScratchJr in the field of experience concerning “Knowledge of the world”.

Programmare giocando con ScratchJr nella scuola dell'infanzia. La corrispondenza quantità-numero.

Annarosa Serpe
2018-01-01

Abstract

This article is part of the debate surrounding the practice of coding with special attention on the use of a visual programming language, such as ScratchJr, in Kindergarten. Starting from the current National Guidelines issued by the Italian Ministry for Education and Research (MIUR), the article, after introducing the theoretical framework, presents the peculiarities and educational potential of the ScratchJr App. Situated at the crossroad between the examination of theoretical reflections and of didactic practices, the article shows an approach to the quantity-number correspondence in classroom. The discussed teaching practice has been taken from an action research project aimed to provide validation of the requirements and procedures for introducing ScratchJr in the field of experience concerning “Knowledge of the world”.
coding; kindergarten; number; play; quantity; ScratchJr.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/20.500.11770/282629
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