Codegether uses concrete hands-on learning materials that make abstract programming concepts more clear. Lessons and activities are introduced simply and concretely to children as young as 3 and are reintroduced several times during the following years at increasing degrees of abstraction and complexity.
Children practice listening through a range of stories and narratives in relation to Cubetto, accurately anticipating key events and respond with relevant comments, questions or actions. They also develop their own narratives and explanations.
Children master control and coordination in large and small movements around the playset. They negotiate the placement of obstacles around the world map, and place blocks on our tangible interface.
Children become confident by trying new, open ended activities that remove “wrong” outcomes, and easily encourage group work. The open nature of the maps allows them to choose the resources they need for their play session.
Knowledge and understanding allows students to interpret results, and use mathematical reasoning when solving problems. Students are challenged to recognise patterns and structures, and explain their reasoning. This process supports inquiry-based learning skills.
Students learn to use inductive and deductive reasoning when solving problems. They develop intellectual curiosity and abstract, logical and critical thinking skills. Children are introduced to the materials in an orderly sequence and logical progression. Through this, they develop their capacity for logical and orderly thinking.
Every child has a different learning style. Strictly following the Montessori approach allows Codgether to offers personalised interaction and presentations. Ensuring that each lesson contains something familiar and something new, thus building the personality at exactly the right level and pace.
The teacher carefully monitors each child’s development. Each teacher recognises and interprets each child’s needs and interests, based on their stages of self-formation and personality traits. For the ages from three to six the teacher presents the materials and activities that match the children’s developmental needs.
Essential skills in the age of technology.
Just a few years ago, the idea that coding could be fun was a strange one. But then now computers are a huge part of life that we all take for granted. Instead of calling someone on the phone, we send a text message or use social media. From shopping and entertainment to news and games, we guzzle on everything computers have to offer. But we can do more than just use this technology, we can create it. If we can learn to code, we can make our own digital masterpiece.
Coding might look like a foreign concept but it's a concept even a pre-schooler can pick up quickly. Many would argue that coding has become on elf the most important skills any kid should learn in the 21st century.
Coding itself is a self-learning concept that echoes what Montessori educators has been practicing for over a century. It instills confidence in children because they get instant results. Once they grasp the fundamentals, they will yearn more and pick up more challenges at their own pace. It is also creative - perhaps the first science that combine art, logic, storytelling, and building something for others.
Our Montessori-inspired coding education aims to strengthen logical thinking and problem-solving skills - vital in many different areas from science and engineering to medicine and law. The number of jobs that require coding is set to increase dramatically in the future, and there's already a shortage of good coders. Let children learn to code, and the world is theirs for the taking!
Like any language foundations, the tangible blocks have the potential and scalability of any real procedural programming language.
Children are encouraged to make mistakes (a.k.a. bugs), instead of overemphasising on achievement and perfection.
Algorithms are sets of precise instructions that form a program. The programming blocks we use are a physical representation of an instruction that combine to create a program.
Instructions in programs are executed following a precise order. On our wooden "program" board, children are put together following a line, also a physical representation of the queue.