Coding children – Why we should teach computer science starting at an early age

Society has undergone major changes during the last decades due to technology evolving in huge leaps. It now permeates all aspects of life, rendering it only logical to get more actively involved with it and gain deeper understanding of what is indeed going on. Now that awareness in this sense is growing, we need to start equipping the next generation for the technological present and future just as well. It is time we teach computer science to children.

The majority of the population has no or only a vague idea about the logic of codes that create all the technology which surrounds us and shapes so many of our daily actions. Even though most people are active users of computers, smartphones and their various applications and programmes, only few know what is going on below the user interface level. The sheer omnipresence of technology, however, necessitates greater understanding within our society and generates several profound reasons to include coding into school curricula.

Why establish coding lessons?

First of all, the tech market keeps expanding rapidly. Therefore, companies all around the world search for talented developers and the number of computer science graduates cannot keep up with the growing demand for skilled personnel. In order to stay afloat economically, governments need to make the young take interest in the matter – and there is certainly no better way to do so than via an early acquaintance in school. Children are able to get in touch with the field and it becomes a more present option when choosing a professional path later on.

One especially well-known and successful initiative in this context is the Hour of Code: It is a free online programme that offers a range of coding exercises that can be completed within an hour. They are suitable for all age groups starting with primary students, as they build their content on popular games and characters and include easy explanation videos starring celebrities who are learning to code themselves. In an entertaining way any user can thus encounter the logic of coding and is encouraged to dive deeper.

An additional advantage of promoting tech careers at school via compulsory coding lessons is that the message reaches every individual student – no matter if boy or girl. If it was an elective course, gender stereotypes would influence the pupils’ decision to enrol. If, however, everyone is engaged the same way, the still underrepresented female position within the tech branch can be positively impacted, as it is likely that more girls will detect their genuine interest.

While inspiring students to take up a tech career is certainly important, it is by no means the only reason for including coding in general education. In any future profession as well as in one’s private life it is enormously helpful to know how your technological devices function below the surface. It becomes easier to use them in a comprehensive way getting as much as possible out of them. Also, it is highly important children learn to view technology and its implications critically and to use it responsibly, which is only possible if they know what they are operating with. The media theorist and writer Douglas Rushkoff puts it quite strikingly: “If you are not a true user of digital technology, then you are likely being used by digital technology”.

Furthermore, coding enhances skills that are not only connected to technology, but benefit children’s development as a whole: First, logical thinking is trained big time due to the ever-present feature of ramifications and complex causal structures. Second, problem solving skills are stressed, because students are confronted with an assignment they are not able fulfil at once and are consequently required to develop their own strategies to accomplish the desired goal. As coding rests very much on a trial-and-error-approach, making mistakes within the process of finding a solution is welcomed. In a psychological perspective, this stance adds a new notion to the concept of mistakes in our society: Traditionally mistakes are viewed as flaws that are sanctioned, and only faultless work is considered good work. Viewing mistakes in this new light as necessary steps along the way, lifts a lot of pressure off students and enables a more productive approach to the whole matter of problem solving.

A third benefit for children’s overall well-being is to be found in the space that code opens up for individual creativity: Students are free to invent any storyline or game they wish. Also, they can design backgrounds, shape their protagonists’ appearance and movement, as well as choose colours and style of their programme.

A final fourth aspect that deserves mentioning is coding’s potential to enable soft skills like decision-making, autonomy and even team work, for instance when working together on a bigger project. That is, popular stereotypes of isolated geeks can be refuted: Studies actually show that there is no significant connection to be found between high ICT use and a decrease in social skills.

Rising enthusiasm

As we see, the list of reasons for establishing coding lessons as compulsory part of schooling systems is a lengthy one, generating a need for governments to act. It is of such great urgency that even world leaders have already positioned themselves: Angela Merkel, for example, said in 2016 that coding will be one of the basic capabilities alongside the traditional fields of calculus, reading and writing. Also, Barack Obama supported the movement in his eloquent manner, reaching out to the young in a speech:

“Don’t just buy a new video game. Make one. Don’t just download the latest app. Help design it. Don’t just play on your phone. Program it. No one is born a computer scientist, but with a little hard work and some math and science, just about anyone can become one. … Just give it a shot.” ^[1]

Computer science is often perceived as an abstract and extremely difficult discipline many students shy away from. But indeed, as Obama points out, everyone should be able to take a try, lose fear and maybe even discover a personal strength. Another suiting quote in this context comes from the NBA star Chris Bosh talking about starting out with coding. He plainly states: “I know it can be intimidating, a lot of things are intimidating – but what isn’t?” ^[2] and therewith hits the nail right on the head. Even tough computer science might have a reputation of being so abstract, it indeed is just as doable as any other subject.

A wide international gap

Some countries have already taken action and are reforming their educational approach to technology. In 2015 already 15 European countries had incorporated computer science into their official curricula in one or more stages of compulsory education. Great Britain presents one quite bold example, having turned upside down its ICT education in 2014. Then minister of education Michael Gove took the following stance:

“ICT used to focus purely on computer literacy – teaching pupils, over and over again, how to word-process, how to work a spreadsheet, how to use programs already creaking into obsolescence; about as much use as teaching children to send a telex or travel in a zeppelin.” ^[3]

So, Britain took on a new computing curriculum that includes coding as a main approach and is split into three key stages starting in primary schools. Other big economies like Germany, however, are still behind, what could bring about significant discrepancies in the countries’ STEM qualifications in the years to come.

The crucial question – How can coding be adequately taught?

A main reason for some countries being slow at taking up computing as a school subject is persistent uncertainty about its actual implementation. Much of the methodology is still experimental. Whereas some pedagogues worry about high amounts of screen time early on, others promote an earliest possible engagement with technology. Programming can, for instance, be conveyed to children with concepts like building blocks that are put together like puzzles and hide the effective code behind colourful veils. Such a game-based approach makes it easy to gain young pupils’ interest and trigger ambition to master increasingly complex assignments. An interesting midway between early engagement and simultaneous containment of screen time is the idea of presenting concepts like machine learning without using technology in the first place. Possible methods in this context are to group up children and re-enact computer mechanisms or to use colourful candy for illustrating the logic of algorithms.

Later on, in terms of secondary education more advanced learning is suitable. Differing code languages can be presented and taught, which students then use to create their own programmes. Also, the interaction of hardware and software, and the various layers of communication should be explained in order to bring forth a comprehensive view on computer science.

For implementing strategies of this sort an increase in proficient ICT teachers is urgently required. Many educators still lack the capability or the will to engage with new technology. This needs to change dramatically. It must no longer be a private endeavour for teachers to acquire computer science competency, but they have to be actively supported. Moreover, material and resources have to be in place. Slow or absent internet connections as well as insufficient numbers of computers have to be a thing of the past so that the laid-out prospects can be realised. It lies in the governments’ responsibility to create structures enabling educational reform and progress.

Author: Andrea Ruscher

References

[1] Code.org. (2013) President Obama asks America to learn computer science. YouTube. [online] Available at: https://www.youtube.com/watch?v=6XvmhE1J9PY

[2] Code.org. (2016) Chris Bosh Talks Computer Science. YouTube. [online] Available at: https://www.youtube.com/watch?time_continue=2&v=kx3DxBbweGY

[3] Department for Education. (2014). Speech. Michael Gove speaks about computing and education technology. [online] Available at: https://www.gov.uk/government/speeches/michael-gove-speaks-about-computing-and-education-technology

[4] Bös, N. (2017). Nächste Stunde: App programmieren. FAZ [online]. Available at: http://www.faz.net/aktuell/beruf-chance/campus/informatik-in-der-schule-naechste-stunde-app-programmieren-15031281.html

[5] Dredge, S. (2014). Coding at school: a parent’s guide to England’s new computing curriculum. The Guardian, [online]. Available at: https://www.theguardian.com/technology/2014/sep/04/coding-school-computing-children-programming

[6] Novin, A. (2017). Coding Artificial Intelligence and Machine Learning with Kids Using …Starbursts? Hackernoon [online]. Available at: https://hackernoon.com/coding-artificial-intelligence-and-machine-learning-with-kids-using-starbursts-3407e68de4cd

[7] Pellissier, H. (2017). Is the best second language Spanish, Chinese, Java, or Ruby? [online]. Available at: https://www.greatschools.org/gk/articles/javascript-class-learn/

[8] Wallis, A. (2015). Examining the Impact of Information Communication Technology on Social Skills and Total Likability. University of Northern Colorado Dissertations [online]. Available at: https://digscholarship.unco.edu/cgi/viewcontent.cgi?article=1056&context=dissertations