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Pædagogens rolle i arbejdet med computational play
DOI:
https://doi.org/10.7146/lom.v18i32.152762Keywords:
Computational play, computational thinking, playful tension, sociomateriel , legAbstract
This article explores how computational play can be integrated into early childhood education settings as a method to foster both children's and social educators' computational understanding. Using the read, learn, and play framework, unplugged activities are introduced, where social educators support children's engagement with computational thinking concepts such as algorithmic thinking, pattern recognition, and decomposition. The study is grounded in a sociomaterial perspective and is based on video observations from two Danish kindergartens, analyzing the interactions between children, social educators, and materials.
The results demonstrate how computational play emerges in the tension field between order and chaos. This balance creates a dynamic space where children are both supported by structured frameworks and given freedom for creative exploration and experimentation. The article offers insights into how social educators, through computational play, can foster children's emerging computational thinking in a playful context.
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Copyright (c) 2025 Camilla Finsterbach Kaup, Pauline Fredskilde, Anders Kalsgaard Møller
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