I’ve seen a number of articles written by developers and IT folks promoting how they won’t be teaching their young kid to code. Of all of the arguments against teaching kids to code, the only one that really strikes me is the fact that a lot of parents don’t know how to code themselves. Now, I expect it is possible to not know French but manage to cobble together some approach to teaching your kid French. It’s a lot easier (and the results are apt to be better) if you actually know some French. My decision to teach my daughter to code doesn’t mean it’s a vital skill that every kid needs to learn to prepare them for future jobs. But, since it is something I do, it is something I share with my daughter. If she weren’t interested in what is going on beyond getting it all typed in, I’d stop. But she’s interested in exploring beyond what the coding book tells her to type. As we created a little character on the screen, Anya wondered if we could make different little figures. At different locations. In different sizes. In different colors. In using Scratch, she develops characters and game play.
Why teach a seven year old kid to code? Why do you teach your kids anything apart from the mandatory school curriculum? Working on the car? She can help and learn a bit about how vehicles work. I replaced the tube on my bicycle tire, and she helped. She was aware that bicycle tires had replaceable tubes that could explode on you … which was useful knowledge when she blew out her own tube. She sews with me — embroidery and a machine — because being able to patch clothes saves having to replace things as frequently. Mowing the lawn – she’s aware that a house with a lot of land requires work and knows how to safely operate both the push and riding mowers. Gardening – she knows where food comes from, how to grow her own, and how much work actually goes into feeding the country. She’ll participate in chicken keeping – somewhat so she knows where eggs come from and the amount of work that goes into egg production, but also because pets are fun (and our chickens will certainly be more socialized with her involvement). We share all sorts of activities with our daughter because we enjoy them. Some intrigue her, some don’t. But how do you learn where your interests are if your exposure is limited to reading and math for the first decade, then science and history for the next almost decade?
All of that provides useful, practical knowledge. And learning to code is certainly useful and practical. But the utility of such knowledge, the practicality of such knowledge isn’t the reason I am teaching my daughter to code. Or, for that matter, the reason I’ve taught her anything else at home. These activities involve deductive reasoning, analytical thought, problem solving, research skills, or accepting instruction from others. All of which are generally useful in life.
A few of the books I got for Anya are introductions to programming — Python, C++, and this GUI block-based system called Scratch. She likes using Python because Scott and I use it, but she absolutely adores Scratch. She has A Beginner’s Guide To Coding (Marc Scott) that I picked up from Book Outlet (I get a bonus 10$ when someone uses my referral link) for a couple of bucks. We’ve got a studio of our games online, and she’s excited to share the games with family members.
Tricks we’ve leaned so far:
- The UI will not match a book written a few years ago 🙂 This reminded me a bit of the “Internet Directory” book I had in 1994 … an obviously silly concept today, but a completely reasonable thing in 1994 when a decent bit of the content was still modem numbers. A book about a UI … it’s a good base — providing great first projects. But it took Anya a little while to accept that, while the book quite clearly told her to click an icon that looked like this … in the intervening 18-24 months, the UI had changed. How did I know this is what you click now? I mean, other than the fact it goes into the thing that has the same function as the one your book describes? A good guess!
- You can create variables with the same name. I am certain they are assigned some underlying UID that you never see, but if you have two variables named ‘score’ and the score doesn’t seem to be incrementing … look at your variable list.
- Variable scope of “this sprite” and “all sprites” is straight-forward until you create clones. “This sprite” means “this clone of a sprite”. We had a “all sprites” variable for speed and all of the clones will change speed each time a new clone pops in. This is cool if it’s what you want to do. I’ve also created variables scoped to “this sprite” to build clones that move at different speeds.
- You cannot, unfortunately, change a variable’s scope after you create it. You need to make a new one.
- The “glide” motion isn’t good for sensing collision. While the glide is in progress, that’s the block that is executing. Anya has a game where a crab collects crystals while avoiding divers which uses the fact you cannot check if Thing1 is touching Thing2. The grab can move through gliding divers with impunity. If you want to detect collisions, use a loop where the X and Y coordinates are changed in small increments instead of glide. Technically, there’s no collision detection while my X coordinate is changing, but that’s such a brief time interval that you cannot effectively avoid bumping into the other sprite while it moves.
- You can avoid the sprite being moved off of the screen to avoid collision by adding a bounce when the sprite is on the edge.
- You need to zero out your variables when the green flag is pressed, otherwise replaying the game by clicking the green flag again produces really strange behavior (you’ve already won or lost)
- Fractions can be used in places where they have integer examples. Specifically, you can pause for fractional seconds.
- When using clones, hide the “base” sprite that exists in the ‘when green flag clicked’ instantiation; use a ‘show’ in the ‘when I start as a clone’ block. Otherwise you have one sprite sitting at the edge of the screen
- “My Blocks” is used to build functions. In Anya’s Simon Says… game, we use the pseudorandom number generator to select “Simon’s” instructions and call a block based on the generated number.
In addition to a Science Experiments For Covid19 Break, lots of e-books from the local libraries, the free learn-at-home program from Scholastic, and a handful of new physical books, I’ve got four daily educational activities for Anya during this school not-a-break:
10:30 Cleveland Science Center Curiosity Corner Experiments https://www.youtube.com/user/GreatLakesScience
11:00 Cleveland Metroparks Zoo Animal info https://www.facebook.com/ClevelandMetroparksZoo
13:00 The Kennedy Center / Mo Willems Drawing https://www.youtube.com/user/TheKennedyCenter
15:00 Cleveland Metroparks Naturalist https://www.facebook.com/ClevelandMetroparks
There are two get-moving videos that we’ve checked out … but it’s maple sap season so most of our physical activity is “hike in the woods and collect sap” 🙂
Wednesday @ Noon, https://www.clevelandinnercityballet.org/ does a virtual ballet lesson
Daily, not live, https://www.facebook.com/DominiqueMoceanuGymnasticsCenter/ has mini-workouts
There’s a challenge in teaching history to young people — whilst it is not good to proceed through life ignorant of what has come before you, there are facets of history that are simply incomprehensible to a five year old kid. Explaining why some people are afraid of the police, describing the point of the military … it is a snarl of sociological and political facts, individual experiences … there’s a good and a bad side, but it is difficult to understand points of view without the entire history that created that point of view (a bit like coupling Zinn’s People’s History with Johnson’s History of the American People and calling that a balanced history lesson). I used to advocate for the inclusion of fictional works in University history classes — while the story itself may not be true, fictional works provide a picture into the reality of the time. History provides a context for books, and books provide a context for history. Arthur Miller was not randomly enamored with the Salem witch hunts.
Sadly, Anya’s teacher has begun down the path of history without context. Today (why not yesterday!?!) she taught the kids that “bad people” crashed planes into buildings in DC and NYC, as well as PA. Which left me to try explaining that it’s not like half a dozen people woke up one morning and thought it might be a lark to try flying an aeroplane … only to find it wasn’t as easy as it looks on TV. It was an organized group executing a plan. It was also a group organized partially because of terrible things done across the globe. A cause can be just without justifying any action taken in support of the cause. The validity of a cause doesn’t make the action right any more than “he hit me first” makes slugging your brother right.
A lot of nation-states, countries, and people have done a lot of terrible things to one another in the name of just causes … the events of which the teacher spoke is an egregious example.
I’ve found a lot of worksheets for visualizing addition and subtraction, and even a few for multiplication. But I could not find any for division. To fill this gap, I made a quick cat themed division visualization worksheet for Anya.
For the problem X ÷ Y, there are X cats in the row below it. Circle groups of Y cats, and count the number of groups. If there are no cats “left over”, then you’ve got the answer. There is one with cats “left over” to introduce the idea of a remainder. Primarily, though, I wanted to focus on the idea of circling groups of Y and counting the groups to find the answer.
There are some things that a young kid just needs to know as they venture out into the world — be that a trip to the zoo or a day at preschool. Their address and a parent’s phone number are high on that list. I made a phone number bracelet for her — number beads and a few sparkly stars with a magnetic clasp – for her first trip to the zoo, and I’ve been adding sparkly stars to make it larger as she grew. She more or less accidentally memorized our phone numbers from reading the bracelet. But learning our address wasn’t so easy. I suspect the impetus behind “make a song out of it” isn’t that it’s easier to remember the song but that a kid is quite willing to sing something they’re not normally willing to repeat. Anya wasn’t particularly excited to sing our address either, so the traditional method was out.
Instead, we play a lot of games where she buys something from me (where do you want this unicorn delivered?) or has to get a license or permit (you need a license to fly this aeroplane, certainly need a dragon permit before you can own one, construction requires zoning and building department approval) and she needs to provide her address as part of the game. While she didn’t want to repeat the address as a learning experience unto itself, she happily accepted my prompts, repeated, and memorized the information as an incidental component of the game.
Before she knew the address reliably, I made sure she knew to tell people a regionally well-known (and Google-able) fact about the town. It’s a small town, so really getting to the police here and telling them we live across from the mini golf course would suffice. Fortunately, I never had to find out if a stranger who happens across a small child lost in the woods would be willing to search for buzzard day and acquiesce to her request to call the police at the Buzzard Day township. But I figured that had a better shot than nothing to go on. Plus, I figure it’s a good fallback position if she’s panicked and unable to come up with the address.
I’ve been trying to play some more teaching games with Anya. Today’s activity was building our own guitar-like instrument. A small box with a hole cut in it would work well, but we used a couple of her board books. Stretch a few rubber bands around the book (I’m a little uptight, so I put them in a specific tonal order … hers are a haphazard arrangement), then insert something under the bands along the book to raise the bands up a little bit from the book. A wooden block, a marker, and a glowstick all worked well. If you put the object toward the center of the rubber bands, then you get two different notes per band.
I came up with a game to visualize the concepts of addition and subtraction. I asked Anya to get a couple of stuffed toys and line them up on the floor. She brought three. I then asked her to hide one under the table and tell me how many there were (2). Then hide two under the table and see how many (0). Then take one out from the table and put it in the pile – now we have one. Add two more – we have three. Add one more … oops, had to run upstairs and get another one. Now we’ve got four. Subtract two – hide them under the table. Now that the terms ‘add’ and ‘subtract’ have been introduced, I began to just say ‘add #’ and ‘subtract #’.
Then we worked on a little algebra — you have two in your pile now. How many do you need to add to make five? Don’t know … well make a second pile … three, four, five. How many are in that second pile? Three – so if you have two and want to have five … you need three more.
I was discussing educational philosophy with my mom a few days ago — especially early childhood education, which wasn’t either of our specialties. But as Anya is getting older, it’s becoming relevant. And I’m surprised by the rigorous curriculum adopted by one of the local “elite” preschools around here. It’s got a wait list and enormous price tag. And it ignores a great deal of recent research regarding childhood learning – essentially that very young kids form the neural connections that are needed for formal schooling through free play. Not by getting them to sit down and listen to lectures at an earlier age, not by being told what to do and doing it … but by being left to their own devices to use toys “wrong” and run and climb.
Made me think of my experience with education — and I graduated top ten in my class, so this isn’t just “the school is why I’m failing, not me” complaining. School managed to take all of the fun out of any subject. Not sure if that’s just the Puritanical history of the country dictating that work shouldn’t be fun or just a reality of trying to teach 30 kids in a class.
I love reading. And talking with friends about what I’ve read. I do *not* love reading a few chapters and writing a five page double spaced Arial 12 point text essay on the allegory … you get the idea.
I started University as a history major – but I don’t care as much about the exact date that the Treaty of Versailles was signed as much as the socio-political impact the treaty content had on much of Europe. I don’t want a list of the crusades and their dates – but the cultural impact, the religious impact, hell even the political impact that having a large number of military leaders and men roaming across the continent had “back home”.
Chemistry lab experiments were graded on the % deviation between your results and the predicted outcome. You were essentially being tested on your ability to get exactly 12 milliliters into a container. Or you had the good sense to BS your way through the experiment, calculate the intended results, and reverse engineer your experimental values with a variance somewhere between 91% and 97%.
Art – first of all, I find the idea of grading such a subjective subject to be right silly. Personally, I would have graded on attitude and effort. Someone who lacks hand-eye coordination but put a lot of thought into the media and technique may have made an ugly picture … but they got something from the experience. A talented artist may have fobbed off the class but made a beautiful piece. I have to say, I had a physical education instructor who graded with that exact logic. Someone from the girls’ basketball team could grade poorly in the basketball unit not because they didn’t make baskets but because they were disruptive to class and weren’t trying. Someone who was putting forth a lot of effort but didn’t make any baskets could still get an ‘A’. Usually, though, physical education was graded on one’s ability within specific sports.
Maths and physics become a memorization challenge. Foreign language classes were recitation. Any class – they managed to turn it into an unpleasant experience.