Learning of programming among students in grades 1–3 – possibilities and limitations

Abstract

The introduction of programming to the compulsory content of IT education in the early school classes should be assessed as a significant qualitative change in this education. Unfortunately, no large-scale activities aimed at substantive and methodological preparation of teachers for the implementation of this content were undertaken. Over four-years practice gave these teachers the opportunity to acquire programming teaching competences, especially in the process of self-education. Another problem in teaching programming is the level of development of students in these classes.