The T in STEM: Creating Play- Based Experiences That Support Children's Learning of Coding and Higher Order Thinking

This article clearly articulates what computational thinking is, how it relates to coding, and how educators can support CT skills in formal and informal learning environments for young children.

The article was one of several in a collection of professional development resources used to design and develop CT and CS programs for young children. The articles' approachable language was easy to read for a variety of audiences, especially early childhood educators. The relatable, practical examples of how to integrate computational thinking (CT) into early childhood education make it ideal for sharing in advocacy efforts related to CT/CS programs. The references included at the end of the article were useful for professional development.

Audience: 
Lower elementary (K-2)
Upper elementary (3-5)
Middle school (6-8)
High school (9-12)
Learner Experience w/ CS & CT: 
Beginner
Some Practice
Experienced
Facilitator Type: 
Library staff member
Community member
Teen
Facilitator Experience w/ CS & CT: 
Beginner
Some Practice
Experienced
Type of Library: 
Public
School
Tribal
Special
Library Location Type: 
Rural
Suburban
Urban
Size: 
Very small (< 300 students, < 10k population)
Small (< 500 students, < 24k population)
Medium (< 750 students, < 99k population)
Large (< 1000 students, < 500k population)
Very large (1000+ students, 500k+ population)
Program Type & Frequency: 
In school time
Out of school time
Requirements: 
Technology not required
No cost
Resource Type: 
Books & magazines
Professional development
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