Unplugged Learning

Abstract

This chapter explores perspectives on unplugged coding and computational thinking (CT) in early childhood. Concepts, definitions, and research on unplugged learning and its relationship to computer science are considered. Several examples illustrate how young children can encounter powerful ideas of CT in both formal educational settings and in the process of everyday life. Resources are provided that aid in the identification and integration of unplugged activities into early childhood settings. Finally, the authors advocate for further research on teaching CT concepts to children that includes both coding and unplugged approaches.