#297: Leveraging Play as an Entryway for Tangible Computer Science Learning Experiences in Early Childhood Settings

In this work, we explore how three types of free play toys (blocks, clay, and stuffed animals) can serve as tangible manipulatives for computer science learning. We propose that such toys act as entry points to engagement and can then be scaffolded and guided by teachers to help transition children from free play to guided playful learning. Drawing on three cases, we suggest that allowing natural exploration and play can allow children to develop authentic, personal connections to their learning. Once these connections are established, subsequent scaffolding and support can deepen their understanding of new concepts.