Computational Thinking

As COVID-19 is spreading around the world, the question is, when will our city/province/country have its peak. We all follow the news and updates continuously. To limit travel and possible exposure we hereby as a precaution suspend the stardust sessions, the summer classes and the regular classes till further notice. We do our best to be as informed as possible on the corona virus outbreak. In the meantime we use our time to improve our courses and create new ones.

If you have any questions, please contact us.

Sarah Blaauw

Besides having fun during the "Kids can Code" Summer Workshop and creating Animations, Interactive stories and Games, pupils will learn about the principals of Computational Thinking.



The definition of computational thinking involves three key dimensions: (1) knowing certain computational concepts, (2) being able to employ those concepts using computational practices, and (3) developing new computational perspectives, an awareness of self, others, and world.



As young people design interactive media with Scratch, they engage with a set of computational concepts that are common in many programming languages. We can identify concepts, which are highly useful in a wide range of Scratch projects, and which transfer to other programming (and non-programming) contexts:

Concept Description
sequence identifying a series of ordered steps for a task
loops running the same sequence multiple times
parallelism making things happen at the same time
events one thing causing another thing to happen
conditionals making decisions based on conditions
operators support for mathematical and logical expressions
data storing storing, retrieving and modification of data
synchronization passage and receipt of messages between application scripts
design development of user-friendly and intuitive layouts



The processes of construction and the design practices kids engage in while creating their projects. Four main sets of practices:

Practice Description
experimenting and iterating developing a little bit, then trying it out, then developing more
testing and debugging making sure things work – the identification, location, and elimination of programming errors, or bugs
reusing and remixing making something by building on existing projects or ideas
abstracting and modularizing exploring connections between the whole and the parts



What perspective do we give young designer? How do they look at themselves when the master the computational concepts and computational pratices?

Perspective Description
expressing They realize that mastering the computational concepts and practices gives them the ability of creation

“I can create.”
connecting They recognizing the power of creating with and for others

“I can do different things when I have access to others.”
questioning feeling empowered to ask questions about the world

 “I can (use computation to) ask questions to make sense of (computational things in) the world.”


Growing creators

Growing creators (part 1 - The steps of learning)

Growing creators (part 2 - The tools to reinforce learning)