Technology and early childhood education: Digital literacy and unplugged computing

Abstract

This article proposes a discussion to understand how it is possible to promote the development of computational thinking through the learning of science and technology in early childhood education. With the objective of thinking about proposals that qualitatively expand the interactions between teachers and students in the school environment and the interactions between children and digital and non-digital technological resources, issues of human-computer interaction interaction languages are discussed, and ways of working with young children on digital literacy and unplugged computing are presented.