Nowadays, technology has become dominant in the daily lives of most people around the world. From children to older people, technology is present, helping in the most diverse daily tasks and allowing accessibility. However, many times these people are just end-users, without any incentive to the development of computational thinking (CT). With advances in technologies, the abstraction of coding, programming languages, and the hardware resources involved will become a reality. However, while we have not progressed to this stage, it is necessary to encourage the development of CT teaching from an early age. This work will present state of the art concerning teaching initiatives and tools on programming (e.g., ScratchJr), robotics (e.g., KIBO), and other playful tools (e.g., Happy Maps) for the development of CT in the early ages, specifically filling the gap of CT at the kindergarten level. This survey presents a systematic review of the literature, emphasizing computational and robotic tools used in preschool classes to develop the CT. The systematic review evaluated more than 60 papers from 2010 to December 2020, electing 31 papers and adding three papers from the qualitative stage. The paper's amount was classified in taxonomy to show CT's principal tools and initiates applied to children early. To conclude this survey, an extensive discussion about the terms and authors related to this research area is present.
翻译:目前,技术在世界上大多数人的日常生活中占据主导地位,从儿童到老年人,都有技术,帮助开展最多样的日常工作,允许无障碍;然而,在许多情况下,这些人只是终端用户,对计算思维的发展没有任何激励。随着技术的进步,编码、编程语言的抽象化和所涉及的硬件资源将变成现实。然而,虽然我们尚未进入这一阶段,但有必要鼓励从小开始发展CT教学。这项工作将介绍有关教学倡议和教学工具(例如ScratchJr)、机器人(例如KIBO)和其他游戏工具(例如Happy Maps)方面的先进工具(例如Hippy Maps)方面的先进者,这些工具在早期发展CT,特别是填补了CT在幼儿园一级的差距。虽然我们尚未取得进展,但有必要鼓励从小开始发展CT教学。系统审查将评估2010年至2020年12月的60多份文件,选举了31份文件,并从定性阶段增加了3份文件,从定性阶段将3份文件(例如KIBO)和其他游戏工具(例如Happing Maps), 作者们们在完成与儿童有关的早期调查时,将展示了与本研究有关的文献数量。