A Case Study Investigating an Appropriate Age and Plugged or Unplugged Approach for Programming at Primary School

Abstract

Introducing computer programming concepts to children is key in their development. Understanding that what age is most appropriate for their comprehension of subject and discipline specific information is relevant in curriculum development and of particular interest when we look across jurisdictions at the diverse and divergent nature of education internationally. This study presents research investigating the most appropriate methodology and age to introduce computer programming concepts to primary school children. The study was conducted at a private school in Madrid and a variety of educational approaches were used in introducing introductory programming concepts to the children who took part. The results show that there is a need to apply a variety of plugged and unplugged approaches and the results also demonstrate that children in 5th and 6th classes experienced higher learning improvements. The study contributes to the body of knowledge in regard to learning the basics concepts of computer programming and of value to curriculum designers as CS subjects are introduced to global curricula.