The computational modeling in early childhood education: theorization and the possibility of pedagogical implementation

Abstract

The paper presented is configured by a theoretical about teaching practice, which aims to discuss the topic of computer modeling, promoting approach to early childhood education. In this sense, besides the theoretical discussion of the concept of computational modeling and implementation of early childhood education and its pedagogical nuances, it creates the design of this paper test, a three-dimensional ground manipulation and provocation, supported by discursive reasoning, aiming at consummation the aligned principles, convergence of computer modeling applied to work with early childhood. It has been the approach materialized by the exploration of the International Bank of Educational Objects, the Ministry of Education (MEC), from the logical blocks software by Alonso, which raises the exemplification, starting from the area of mathematics in early childhood education and geometric content, with the logical blocks as the object of didactic and pedagogical modeling and technology as educational support aimed at early childhood plausibly. Thus fostered discussion leads to the conclusion that there is relevance in association computational modeling to the pedagogical work with children aged 4-6 years as a major source of creation, construction of knowledge and mathematical literacy.