The Montessori technology and method are not excluded each other: the characteristics of computational thought, indeed, are also typical of the Montessorian approach to learning
Helping children to dominate technologies, to know them and use them actively is an important task for parents. At the same time, refine the critical skills and of problem solving It is essential to live in our complex society. Encourage the development of computational thought moves in both of these directions. But what is it about?
Computational thinking: what it is
Computational thought is a mental process that allows you to solve problems of various nature by adopting specific methods and tools, and in particular drawing on the fundamental principles of information technology, mathematics and engineering. It uses abstraction and decomposition when it must approach a complex function, or to design a large and complicated system. In this way there is a separation of skills: it is a matter of choosing an adequate representation of a problem or modeling its relevant aspects in order to make them negotiable (1).
A similar process takes place in a Montessorian class where, in a prepared environment, the teacher presents structured materials through an analysis work, that is “separate the parts of a very difficult and complex everything in exercises that can constitute an interesting job alone»(2). It is the child, subsequently and independently, that he will seek his own solutions and strategies according to the activities chosen.
Computational thinking, therefore, can be developed, in agreement with the Montessorian principles, from an early age. Younger children (from 3 to 6 years) can devote themselves to practical and daily activities; From primary school, however, it is also possible to introduce computer tools useful to enhance the development of this competence.
Let’s see some proposal of activities.
Computational thinking in household chores
To encourage the development of computational thought, it is possible first to offer simple activities in the kitchen, such as preparing a dish of butter pasta. Strange, but true: The recipe is in all respects a procedure that allows the resolution of specific problems through the application of a sequence of instructions.
It starts with the individual ingredients and the final result, in this case, is the pasta dish ready to eat. In the middle there is an algorithm, or a procedure. It will therefore be necessary to divide the recipe into different steps in order to create a sequencemore or less difficult depending on the age of the child, and then proceed to its realization.
Computational thinking can also be exercised During the various activities of the dayfrom dressed in washing your hands; From preparing breakfast to washing your teeth.
If the child knows how to write, You can write down the procedure together and then try to perform it. Children aged 3 to 5 can be guided in the various steps with the support of the images.
Any errors, of course, should not be demonized: finding and understanding the error helps to grow, and going in search of the possible solution to the problem stimulates curiosity and problem solving.
Stories to be programmed
Another activity to do at home to encourage computational thought is the “programming” of stories. First you invent a story with your children, and the main elements (the characters, the places …) are represented with the drawings.
Then, We proceed to the realization of the “management cards”: these are cards with arrows of various color that will indicate different directions (for example, green arrows to go straight, yellow to bend to the left and red to bend to the right); Diagonal movements are not allowed.
Prepare the story and the cards, the “Scene Railing”: many squares, all of the same size, placed next to each other. Each square represents a step. The characters and places in the various boxes are positioned and establish themselves a starting point and one of arrivalrepresented by the drawings that open and close the story.
Once the preparation is finished, the child can choose whether to be the “programmer” who gives instructions or the “robot” that performs them. The robot will position itself to the starting point and, following the indications given by the programmer, will have to proceed along the lattice by reconstructing the story.
Develop creativity with programming
Already in 1960 Seymour Papert, the first to use the expression “computational thought”, claimed that all children should have learned to program computers, to be able to use them more actively: “It is the child who plans the computer and not the computer that program the child»(3), he said.
Learning to program does not only provide for sitting in front of a computer and studying a whole series of rules: in fact, there are several proposals that use practical and visual tools capable of promoting the development of children’s creative thinking, for example Scratch.
Scratch is a Free programming environmentwhich uses a graphic programming language, with blocks. Was designed by Lifelong Kindergarten Group Of the Mit Media Lab of Boston for children aged 8 to 16, but is used indifferently by people of all ages.
It is a game that obliges to think and solve problems, and allows “error control”: if the child follows an incorrect procedure, in fact, the game does not work; In this way the child will be able to retrace the entire procedure to go in search of the error and correct it himself. Scratch He teaches the boys to think creatively, to think systematically and to work collaboratively.
Learn the sciences with the tinkering
The tinkering It is an English term that means “fkay” and is an innovative approach for the learning of the scientific disciplines that is based on creation of physical artifacts Using different types of materials and tools, but also of ideas.
Children are stimulated to manipulate and play with the tools: using recycling material and electronic components, in fact, they can “experience” subjects such as physics, mathematics, art, engineering. The things that can be built are many: electrical circuits, small robots, mechanical toys, marble tracks, chain reaction mechanisms, sculptures …
Activities of tinkering They can also be proposed in a Montessori school, or at home. These are activities that help to develop important skills, such as analyzing, maintaining concentration, working autonomously, recognizing one’s limits and those of the situations with which we confront each other; They also favor curiosity and taste for experimentation, restoring a central role to manual skills (4).
In Milan, the Museum of Science and Technology, before Pandemia, organized workshops of tinkering For students, teachers, parents and maker of all ages; On the Internet, however, there are several sites that offer interesting ideas for new projects.
Educational robotics
A robot is a mechanical artifact commanded by a computer, but in this case the object is tangible. Making a robot function provides a series of precise activities: to design it, assemble it, plan it … Usually, in educational robotics projects, these activities are carried out together by children.
Robotics, as well as the tinkeringhas many aspects in common with Montessorian ideas: the prepared environment, the teacher-director, the autonomous action, the materialized abstractions, the importance of error. It is an important discipline, which allows you to develop logic, the problem solvingthe ability to work in a group and digital skills.
Exist different types of robots that can be used to bring children closer to robotics, from those that can be purchased in toy stores to those specifically aimed at schools. If you want to introduce their children to robotics, it is also possible to contact associations such as the robotics school, which organizes events and courses for children, schools and families.
