Um arcabouço teórico para o ensino de computação para crianças de 4 e 5 anos pautado no codesign

• Stefane Vieira Menezes UFSCar
• Luciano de Oliveira Neris UFSCar
• Kelen Cristiane Teixeira Vivaldini UFSCar
• Alessandra Arce Hai UFSCar
• Carolina Costa Miguel UFSCar
• Vânia Paula de Almeida Neris UFSCar

DOI: https://doi.org/10.5753/sbie.2023.233863

Abstract

In addition to including children in design processes, we must rethink how we teach and implement technology for and with children, especially the younger ones. This paper presents a theoretical framework to support the codesign of computer technologies by 4 and 5-year-old children. The framework proposition considered epistemological contributions from codesign, meta-design, and practical experiences with 4 to 5-year-old children developing technology. Our solution emphasizes the need for previous knowledge to support the design process and the role of the design to support the learning process, without leaving out the fun, usefulness, and the child’s daily life. Finally, we discuss the framework application in the remote control design for a toy car.

References

Arce, A., Silva, D., and Varotto, M. (2011). Ensinando ciências na educação infantil. Campinas: Alínea, 133.

Ausubel, D. P. (2003). Aquisição e retenção de conhecimentos: uma perspectiva cognitiva, volume 1. Lisboa.

Bannon, L. (2011). Reimagining hci: toward a more human-centered perspective. interactions, 18(4):50–57.

Baranauskas, M. C. C. and Bonacin, R. (2008). Design: indicating through signs. Design Issues, 24(3):30–45.

Baranauskas, M. C. C., Martins, M. C., and Valente, J. A. (2013a). Codesign de Redes Digitais: tecnologia e educação a serviço da inclusão social. Penso Editora.

Baranauskas, M. C. C., Martins, M. C., and Valente, J. A. (2013b). Codesign de Redes Digitais: tecnologia e educação a serviço da inclusão social. Penso Editora.

Bartholomew, S. R., Ruesch, E. Y., Hartell, E., and Strimel, G. J. (2020). Identifying design values across countries through adaptive comparative judgment. International Journal of Technology and Design Education, 30(2):321–347.

Blair, K. P. (2013). Learning in critter corral: Evaluating three kinds of feedback in a preschool math app. In Proceedings of the 12th international conference on interaction design and children, pages 372–375.

Brederode, B., Markopoulos, P., Gielen, M., Vermeeren, A., and De Ridder, H. (2005). powerball: the design of a novel mixed-reality game for children with mixed abilities. In Proceedings of the 2005 conference on Interaction design and children, pages 32– 39.

da Silva Rocha, M. J., de Sousa, M. d. C., Cavalcante, N. F. M., and Jacomelli, C. V. Matemática e infância: Uma situação em estudo.

Dore, R. A., Shirilla, M., Hopkins, E., Collins, M., Scott, M., Schatz, J., Lawson-Adams, J., Valladares, T., Foster, L., Puttre, H., et al. (2019). Education in the app store: using a mobile game to support us preschoolers’ vocabulary learning. Journal of Children and Media, 13(4):452–471.

Druin, A. (2002). The role of children in the design of new technology. Behaviour and information technology, 21(1):1–25.

Fischer, G., Fogli, D., and Piccinno, A. (2017). Revisiting and broadening the meta-design framework for end-user development. In New perspectives in end-user development, pages 61–97. Springer.

Fischer, G., Giaccardi, E., Ye, Y., Sutcliffe, A. G., and Mehandjiev, N. (2004). Metadesign: a manifesto for end-user development. Communications of the ACM, 47(9):33– 37.

Fischer, G. and Scharff, E. (2000). Meta-design: design for designers. In Proceedings of the 3rd conference on Designing interactive systems: processes, practices, methods, and techniques, pages 396–405.

Fleer, M. (2021). The genesis of design: learning about design, learning through design to learning design in play. International Journal of Technology and Design Education, pages 1–28.

Gizzi, V., Di Dio, S., Schillaci, D., et al. (2019). Junkbox, a waste management educational game for preschool kids. Interact. Des. Archit, (40):46–56.

Guha, M. L., Druin, A., and Fails, J. A. (2013). Cooperative inquiry revisited: Reflections of the past and guidelines for the future of intergenerational co-design. International Journal of Child-Computer Interaction, 1(1):14–23.

Hiniker, A., Sobel, K., and Lee, B. (2017). Co-designing with preschoolers using fictional inquiry and comicboarding. In Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems, pages 5767–5772.

Iversen, O. S., Smith, R. C., and Dindler, C. (2017). Child as protagonist: Expanding the role of children in participatory design. In Proceedings of the 2017 Conference on Interaction Design and Children, pages 27–37.

Magielse, R. and Markopoulos, P. (2009). Heartbeat: an outdoor pervasive game for children. In proceedings of the SIGCHI conference on human factors in computing systems, pages 2181–2184.

Manches, A. and Plowman, L. (2017). Computing education in children’s early years: A call for debate. British Journal of Educational Technology, 48(1):191–201.

Martens, M., Rinnert, G. C., and Andersen, C. (2018). Child-centered design: developing an inclusive letter writing app. Frontiers in psychology, 9:2277.

Martins, E. et al. (2021). Atividades didáticas para o ensino de computação na pré-escola.

MEC (2021). Base nacional comum curricular.

MOREIRA, M. A. (2016). O que é afinal aprendizagem significativa? 2010. Instituto de Física–UFRGS. Porto Alegre.

SBC (2021). Diretrizes para ensino de computação na educação básica.

Siraj-Blatchford*, I. and Sylva, K. (2004). Researching pedagogy in english pre-schools.

SOCIAL, F. P. E. (1998). Referencial curricular nacional para a educação infantil.

Van Doorn, F., Stappers, P., and Gielen, M. (2016). Children as co-researchers in design: Enabling users to gather, share and enrich contextual data. Manuscript. Delft University of Technology, Delft.