Early Childhood Teachers' Perceptions of Programming Learning Materials for 4- and 5-Year-Old Children
Resumo
This paper reports the results of a focus group with Early Childhood Education teachers, conducted to investigate their perceptions of programming education for young children and to present and analyze lesson plans for teaching programming concepts to 4- and 5-year-olds. A semi-structured group interview was conducted, followed by a presentation and discussion of the lesson plans to collect feedback and suggestions. Teachers recognized the potential benefits of teaching programming concepts to young children and the suitability of such instruction for Early Childhood Education. They approved the materials, provided suggestions for improvement, and expressed interest in implementing the proposed activities. The results suggest support for the development and adoption of programming activities in Early Childhood Education.
Palavras-chave:
Technologies, Programming, Childhood Education
Referências
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Bers, M. U. (2019). Coding as another language: a pedagogical approach for teaching computer science in early childhood. Journal of Computing in Education, 6:499–528.
Bordin, A. and Quepfert, W. (2018). Projeto de ensino de programação para alunos de ensino médio: Uma análise do cenário e das percepções das oportunidades. In Workshop de Informática na Escola, page 205.
Bordini, A., Avila, C. M. O., Weisshahn, Y., da Cunha, M. M., da Costa Cavalheiro, S. A., Foss, L., Aguiar, M. S., and Reiser, R. H. S. (2016). Computaçao na educaçao básica no brasil: o estado da arte. Revista de Informática Teórica e Aplicada, 23(2):210–238.
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Dietz, G., Tamer, N., Ly, C., Le, J. K., and Landay, J. A. (2023). Visual storycoder: A multimodal programming environment for children's creation of stories. CHI - Conference on Human Factors in Computer Systems.
Ferri, J. and dos Santos Rosa, S. (2016). Como o ensino de programação de computadores pode contribuir com a construção de conhecimento na educação básica uma revisão sistemática da literatura. Revista Novas Tecnologias na Educação (RENOTE), 14(2).
Fu, C., Hao, X., Shi, D., Wang, L., and Geng, F. (2023). Effect of coding learning on the computational thinking of young chinese children: based on the three-dimensional framework. Education and Information Technologies, 28:14897–14914.
Gao, H., Yang, W., and Jiang, Y. (2023). Computational thinking in early childhood is underpinned by sequencing ability and self-regulation: A cross-sectional study. Education and Information Technologies, 28(11):14747–14765.
Gomes, T. C., Melo, J. C. d., and Tedesco, P. C. A. R. (2016). Jogos digitais no ensino de conceitos de programação para crianças. In Simpósio Brasileiro de Informática na Educação (SBIE), page 470.
Greifenstein, L., Graßl, I., and Fraser, G. (2021). Challenging but full of opportunities: Teachers' perspectives on programming in primary schools. In Proceedings of the 21st Koli Calling International Conference on Computing Education Research, Koli Calling '21, page 1–10. ACM.
Kalyenci, D., Metin, Ş., and Başaran, M. (2021). Test for assessing coding skills in early childhood. Education and Information Technologies, 27(4):4685–4708.
Kim, J., Leftwich, A., and Castner, D. (2024). Beyond teaching computational thinking: Exploring kindergarten teachers' computational thinking and computer science curriculum design considerations. Education and Information Technologies, 29(12):15191–15227.
Levinson, T. and Bers, M. (2024). Robotics in universal prekindergarten classrooms. International Journal of Technology and Design Education, (1):3–24.
Levinson, T., Carocca P, F., and Bers, M. (2025). Coding as another language: an early childhood programming curriculum in argentina. Computer Science Education, 0(0):1–21.
Lin, Y., Liao, H., Weng, S., and Dong, W. (2023). Comparing the effects of plugged-in and unplugged activities on computational thinking development in young children. Education and Information Technologies, 29(8):9541–9574.
Menezes, S. V., Neris, L. d. O., Vivaldi, K. C. T., Hai, A. A., Miguel, C. C., and Neris, V. P. d. A. (2023). Um arcabouço teórico para o ensino de computação para crianças de 4 e 5 anos pautado no codesign. Simpósio Brasileiro de Informática na Educação (SBIE), 34:948–959.
Metin, S. (2020). Activity-based unplugged coding during the preschool period. International Journal of Technology and Design Education, 32(1):149–165.
Metin, S., Basaran, M., and Kalyenci, D. (2023). Examining coding skills of five-year-old children. Pedagogical Research, 8(2).
Metin, S., Kayenci, D., Basaran, M., Relkin, E., and Bilir, B. (2024). Design-based digital story program: Enhancing coding and computational thinking skills in early childhood education. Early Childhood Education Journal.
Montuori, C., Pozzan, G., Padova, C., Ronconi, L., Vardanega, T., and Arfé, B. (2023). Combined unplugged and educational robotics training to promote computational thinking and cognitive abilities in preschoolers. Education Sciences, 13(9):858.
Murcia, K., Cross, E., and Lowe, G. M. (2024). Young children's computational thinking: educator pedagogy fostering children's play and learning with a tangible coding device. Australian Educational Researcher.
Papadakis, S. (2022). Can preschoolers learn computational thinking and coding skills with scratchjr? a systematic literature review. International Journal of Educational Reform, 33(1):28–61.
Pires, A. F. S. S. and Prates, J. M. (2019). Uma contribuição ao ensino de programação na educação básica. In Anais do XXV Workshop de Informática na Escola, pages 1274–1278. SBC.
Relkin, E., De Ruiter, L., and Bers, M. U. (2020). Techcheck: Development and validation of an unplugged assessment of computational thinking in early childhood education. Journal of Science Education and Technology, 29(4):482–498.
Silva, T. R., Aranha, E. H., Santos, F. G., and Tavares, K. F. (2016). Um relato de experiência da aplicação de videoaulas de programação de jogos digitais para alunos da educação básica. In Anais do XXII Workshop de Informática na Escola, pages 141–150. SBC.
Silva Neto, B., Neris, V., and Rodrigues, C. (2021). Building an iot programming environment with and for preschool children. In IHC '21: Proceedings of the XX Brazilian Symposium on Human Factors in Computing Systems.
Somuncu, B. and Aslan, D. (2021). Effect of coding activities on preschool children's mathematical reasoning skills. Education and Information Technologies, 27(1):877–890.
Souza, P. S. S. and Mombach, J. G. (2016). Ensino de programação para crianças através de práticas colaborativas nas escolas. In Anais do XXII Workshop de Informática na Escola, pages 545–554. SBC.
Turan, S. and Aydoğdu, F. (2020). Effect of coding and robotic education on preschool children's skills of scientific process. Education and Information Technologies, 25(5):4353–4363.
Umam, M. U. K., Budiyanto, C., and Rahmawati, A. (2019). Literature review of robotics learning devices to facilitate the development of computational thinking in early childhood. In AIP conference proceedings, volume 2194. AIP Publishing.
Wu, Z., Zheng, L., and Huang, L. (2024). Learning to code and coding to learn: A robotics curriculum integrating tangible programming and road safety education for young children. Education and Information Technologies, 29(17):23049–23087.
Zeng, Y., Yang, W., and Bautista, A. (2023). Teaching programming and computational thinking in early childhood education: a case study of content knowledge and pedagogical knowledge. Frontiers in Psychology, Volume 14 - 2023.
Amaral, L. R. d., Silva, G. B. e., and Pantaleão, E. (2015). Plataforma robocode como ferramenta lúdica de ensino de programação de computadores – extensão universitária em escolas públicas de minas gerais. In XXVI Simpósio Brasileiro de Informática na Educação.
Araújo, D. d. C., Rodrigues, A. N., Silva, C. V. d. A., and Soares, L. S. (2015). O ensino de computação na educação básica apoiado por problemas: Práticas de licenciandos em computação. In XXIII Workshop sobre Educação em Computação, pages 130–139. Sociedade Brasileira de Computação (SBC).
Bers, M. U. (2019). Coding as another language: a pedagogical approach for teaching computer science in early childhood. Journal of Computing in Education, 6:499–528.
Bordin, A. and Quepfert, W. (2018). Projeto de ensino de programação para alunos de ensino médio: Uma análise do cenário e das percepções das oportunidades. In Workshop de Informática na Escola, page 205.
Bordini, A., Avila, C. M. O., Weisshahn, Y., da Cunha, M. M., da Costa Cavalheiro, S. A., Foss, L., Aguiar, M. S., and Reiser, R. H. S. (2016). Computaçao na educaçao básica no brasil: o estado da arte. Revista de Informática Teórica e Aplicada, 23(2):210–238.
Brasil, M. d. E. (2018). Base nacional comum curricular: Educação é a base.
Dietz, G., Tamer, N., Ly, C., Le, J. K., and Landay, J. A. (2023). Visual storycoder: A multimodal programming environment for children's creation of stories. CHI - Conference on Human Factors in Computer Systems.
Ferri, J. and dos Santos Rosa, S. (2016). Como o ensino de programação de computadores pode contribuir com a construção de conhecimento na educação básica uma revisão sistemática da literatura. Revista Novas Tecnologias na Educação (RENOTE), 14(2).
Fu, C., Hao, X., Shi, D., Wang, L., and Geng, F. (2023). Effect of coding learning on the computational thinking of young chinese children: based on the three-dimensional framework. Education and Information Technologies, 28:14897–14914.
Gao, H., Yang, W., and Jiang, Y. (2023). Computational thinking in early childhood is underpinned by sequencing ability and self-regulation: A cross-sectional study. Education and Information Technologies, 28(11):14747–14765.
Gomes, T. C., Melo, J. C. d., and Tedesco, P. C. A. R. (2016). Jogos digitais no ensino de conceitos de programação para crianças. In Simpósio Brasileiro de Informática na Educação (SBIE), page 470.
Greifenstein, L., Graßl, I., and Fraser, G. (2021). Challenging but full of opportunities: Teachers' perspectives on programming in primary schools. In Proceedings of the 21st Koli Calling International Conference on Computing Education Research, Koli Calling '21, page 1–10. ACM.
Kalyenci, D., Metin, Ş., and Başaran, M. (2021). Test for assessing coding skills in early childhood. Education and Information Technologies, 27(4):4685–4708.
Kim, J., Leftwich, A., and Castner, D. (2024). Beyond teaching computational thinking: Exploring kindergarten teachers' computational thinking and computer science curriculum design considerations. Education and Information Technologies, 29(12):15191–15227.
Levinson, T. and Bers, M. (2024). Robotics in universal prekindergarten classrooms. International Journal of Technology and Design Education, (1):3–24.
Levinson, T., Carocca P, F., and Bers, M. (2025). Coding as another language: an early childhood programming curriculum in argentina. Computer Science Education, 0(0):1–21.
Lin, Y., Liao, H., Weng, S., and Dong, W. (2023). Comparing the effects of plugged-in and unplugged activities on computational thinking development in young children. Education and Information Technologies, 29(8):9541–9574.
Menezes, S. V., Neris, L. d. O., Vivaldi, K. C. T., Hai, A. A., Miguel, C. C., and Neris, V. P. d. A. (2023). Um arcabouço teórico para o ensino de computação para crianças de 4 e 5 anos pautado no codesign. Simpósio Brasileiro de Informática na Educação (SBIE), 34:948–959.
Metin, S. (2020). Activity-based unplugged coding during the preschool period. International Journal of Technology and Design Education, 32(1):149–165.
Metin, S., Basaran, M., and Kalyenci, D. (2023). Examining coding skills of five-year-old children. Pedagogical Research, 8(2).
Metin, S., Kayenci, D., Basaran, M., Relkin, E., and Bilir, B. (2024). Design-based digital story program: Enhancing coding and computational thinking skills in early childhood education. Early Childhood Education Journal.
Montuori, C., Pozzan, G., Padova, C., Ronconi, L., Vardanega, T., and Arfé, B. (2023). Combined unplugged and educational robotics training to promote computational thinking and cognitive abilities in preschoolers. Education Sciences, 13(9):858.
Murcia, K., Cross, E., and Lowe, G. M. (2024). Young children's computational thinking: educator pedagogy fostering children's play and learning with a tangible coding device. Australian Educational Researcher.
Papadakis, S. (2022). Can preschoolers learn computational thinking and coding skills with scratchjr? a systematic literature review. International Journal of Educational Reform, 33(1):28–61.
Pires, A. F. S. S. and Prates, J. M. (2019). Uma contribuição ao ensino de programação na educação básica. In Anais do XXV Workshop de Informática na Escola, pages 1274–1278. SBC.
Relkin, E., De Ruiter, L., and Bers, M. U. (2020). Techcheck: Development and validation of an unplugged assessment of computational thinking in early childhood education. Journal of Science Education and Technology, 29(4):482–498.
Silva, T. R., Aranha, E. H., Santos, F. G., and Tavares, K. F. (2016). Um relato de experiência da aplicação de videoaulas de programação de jogos digitais para alunos da educação básica. In Anais do XXII Workshop de Informática na Escola, pages 141–150. SBC.
Silva Neto, B., Neris, V., and Rodrigues, C. (2021). Building an iot programming environment with and for preschool children. In IHC '21: Proceedings of the XX Brazilian Symposium on Human Factors in Computing Systems.
Somuncu, B. and Aslan, D. (2021). Effect of coding activities on preschool children's mathematical reasoning skills. Education and Information Technologies, 27(1):877–890.
Souza, P. S. S. and Mombach, J. G. (2016). Ensino de programação para crianças através de práticas colaborativas nas escolas. In Anais do XXII Workshop de Informática na Escola, pages 545–554. SBC.
Turan, S. and Aydoğdu, F. (2020). Effect of coding and robotic education on preschool children's skills of scientific process. Education and Information Technologies, 25(5):4353–4363.
Umam, M. U. K., Budiyanto, C., and Rahmawati, A. (2019). Literature review of robotics learning devices to facilitate the development of computational thinking in early childhood. In AIP conference proceedings, volume 2194. AIP Publishing.
Wu, Z., Zheng, L., and Huang, L. (2024). Learning to code and coding to learn: A robotics curriculum integrating tangible programming and road safety education for young children. Education and Information Technologies, 29(17):23049–23087.
Zeng, Y., Yang, W., and Bautista, A. (2023). Teaching programming and computational thinking in early childhood education: a case study of content knowledge and pedagogical knowledge. Frontiers in Psychology, Volume 14 - 2023.
Publicado
05/10/2026
Como Citar
BORGES, Alessandro C.; NERIS, Vânia P. A..
Early Childhood Teachers' Perceptions of Programming Learning Materials for 4- and 5-Year-Old Children. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 37. , 2026, Goiânia/GO.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2026
.
p. 2837-2847.
DOI: https://doi.org/10.5753/sbie.2026.28165.
