Development of a Programme of Musical Activities for the Contribution of Unplugged Computational Thinking in Early Childhood Education
DOI:
https://doi.org/10.15359/ree.27-3.17180Keywords:
Computational thinking, music education, early childhood education, program of activitiesAbstract
Introduction. National and international educational bodies emphasize the importance of developing teaching-learning strategies in classrooms that standardize the use of Information and Communication Technologies in a globalized world. For this reason, programming and robotics have been introduced in classrooms in Spain from early childhood education to higher education as a means of contributing to computational thinking and other approaches such as the STEAM construct in which the arts and sciences converge. Objective. This paper aims to present a program of musical activities for early childhood education with which to contribute to unplugged computational thinking and the language of programming and its relevance in 3-year-old classrooms. Method. This qualitative study presents a didactic proposal with musical activities to develop computational language. These activities were conducted during the 2021-2022 school year in two 3-year-old classrooms in a school in the Community of Madrid, Spain. The participants were 38 students and the two tutors of these classrooms. These two professionals collected information on the categories analyzed and the children’s evaluation items through participant observation and subsequent recordings. Results. The results show a positive development in literacy in programming and robotics, as well as an improvement in spatial reasoning skills, progress in logical thinking, lower limbs motor control, and oculo-manual dexterity. Conclusions. There exists the need to perform programming and robotics activities in contexts and learning situations in pre-school classrooms for the development of computational thinking and interdisciplinary work in all areas of this stage.
References
Adell Segura, J., Llopis Nebot, M. Á., Esteve Mon, F. M., & Valdeolivas Novellas, M. G. (2019). El debate sobre el pensamiento computacional en educación. RIED. Revista Iberoamericana de Educación a Distancia, 22(1), 171-186. http://dx.doi.org/10.5944/ried.22.1.22303
Ballestín, B. & Fábregues, S. (2019). La práctica de la investigación cualitativa en ciencias sociales y de la educación. Editorial UOC.
Bernabéu Brotons, E. (2016). Programas de desarrollo de la lateralidad, mejora del esquema corporal y organización espaciotemporal. Intervención en dificultades de aprendizaje. En P. Martín-Lobo (Coord.), Procesos y programas de neuropsicología educativa (pp. 114-122). Secretaría General Técnica.
Bers, M. U, Strawhacker, A., & Sullivan, A. (2022). The state of the field of computational thinking in early childhood education (OECD Education Working Papers No 274). OECD Publishing. https://www.oecd-ilibrary.org/docserver/3354387a-en.pdf?expires=1686603891&id=id&accname=guest&checksum=1D6BD9819084093CE049282CB702A582
Botella Nicolás, A.M. (2006). Música y psicomotricidad. Revista Iberoamericana de Psicomotricidad y Técnicas Corporales, (22), 215-22. https://www.academia.edu/7673577/M%C3%BAsica_y_psicomotricidad
Campollo Urkitza, A. (2019). Competencias clave y su desarrollo en primaria a través de la educación musical: Un estudio cuasi-experimental [Tesis doctoral, Universidad Complutense de Madrid]. https://eprints.ucm.es/id/eprint/57976/1/T41496.pdf
Carretero-Martínez, A., Romero-Naranjo, F. J., Pons-Terrrés, J., & Crespo-Colomino, N. (2014). Cognitive, visual-spatial and psychomotor development in students of primary education through the body percussion – BAPNE Method. Procedia - Social and Behavioral Sciences, 152, 1282-1287. https://www.sciencedirect.com/journal/procedia-social-and-behavioral-sciences/vol/152/suppl/C?page=3
Computer Science Teachers Association (CSTA) & International Society for Technology in education (ISTE). (2011). Operational definition of computational thinking for K–12 Education. https://cdn.iste.org/www-root/Computational_Thinking_Operational_Definition_ISTE.pdf
Cremades-Andreu, R., & Campollo-Urkiza, A. (2023). Alumnos y alumnas digitalmente competentes: Una aportación desde la educación musical. ENSAYOS. Revista de la Facultad de Educación de Albacete, 38(1), 1-15. https://revista.uclm.es/index.php/ensayos/article/view/3186/2630
Fernández de Juan, T. (2008). Educación, música y lateralidad: Algunos estudios psicológicos y tratamientos. Enseñanza e Investigación en Psicología, 13(1), 107-125. https://www.redalyc.org/articulo.oa?id=29213109
González-González, C. S. (2019). State of the art in the teaching of computational thinking and programming in childhood education. Education in the Knowledge Society (EKS), 20, 17-1/17-15. https://doi.org/10.14201/eks2019_20_a17
Incognito, O., Scaccioni, L., & Pinto. G. (2022). The impact of a music education program on meta-musical awareness, logical-mathematical, and notational skills in preschoolers. International Journal o Music Education, 40(1), 90-104. https://doi.org/10.1177/02557614211027247
Intartaglia, B., White-Schwoch, T., Kraus, N., & Schön. D. (2017). Music training enhances the automatic neural processing of foreign speech sounds. Scientific Reports, 7(1), 1-7. https://doi.org/10.1038/s41598-017-12575-1
Magán-Hervás, A. & Gértrudix-Barrio, F. (2017). Influencia de las actividades audio-musicales en la adquisición de la lectoescritura en niños y niñas de cinco años. Revista Electrónica Educare, 21(1), 1-22. http://dx.doi.org/10.15359/ree.21-1.15
Manches, A. & Plowman, L. (2017). Computing education in children´s early years: A call for debate. British Journal of Educational Technology, 48(1), 191-201. https://doi.org/10.1111/bjet.12355
Miranda-Pinto, M. S. (2019). Programación y robótica en educación infantil: Estudio multi caso en Portugal. Revista Prisma Social, (25), 248-276. https://revistaprismasocial.es/article/view/2733
Organización para la Cooperación y Desarrollo Económico (OCDE). (2019). Estrategias y competencias de la OCDE 2019.Competencias para construir un futuro mejor. Fundación Santillana. https://www.oecd.org/skills/OECD-skills-strategy-2019-ES.pdf
Papert, S. M. (1985). Logo: Computadores e educação. Editora Brasiliense.
Peretz, I., Vuvan, D., Lagrois, M. É., & Armony, J. L (2015). Neural overlap in processing music and speech. Philosophical Transanctions of the Royal Society B, 370(1664), 1-8. https://doi.org/10.1098/rstb.2014.0090
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Arantza Campollo-Urkiza
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported License.
1. In case the submitted paper is accepted for publication, the author(s) FREELY, COSTLESS, EXCLUSIVELY AND FOR AN INDEFINITE TERM transfer copyrights and patrimonial rights to Universidad Nacional (UNA, Costa Rica). For more details check the Originality Statement and Copyright Transfer Agreement
2. REUTILIZATION RIGHTS: UNA authorizes authors to use, for any purpose (among them selfarchiving or autoarchiving) and to publish in the Internet in any electronic site, the paper´'s final version, both approved and published (post print), as long as it is done with a non commercial purpose, does not generate derivates without previous consentment and recognizes both publisher's name and authorship.
3. The submission and possible publication of the paper in the Educare Electronic Journal is ruled by the Journal’s editorial policies, the institutional rules of Universidad Nacional and the laws of the Republic of Costa Rica. Additionally, any possible difference of opinion or future dispute shall be settled in accordance with the mechanisms of Alternative Dispute Resolution and the Costa Rican Jurisdiction.
4. In all cases, it is understood that the opinions issued are those of the authors and do not necessarily reflect the position and opinion of Educare, CIDE or Universidad Nacional, Costa Rica. It is also understood that, in the exercise of academic freedom, the authors have carried out a rogorous scientific-academic process of research, reflection and argumentation thar lays within the thematic scope of interest of the Journal.
5. The papers published by Educare Electronic Journal use a Creative Commons License:
The articles published by Educare Electronic Journal can be shared with a Creative Commons License: 
