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<\/picture><\/figure>\n<\/div>\nThere is no doubt when a child starts thinking. This isn’t evident in test results or pretty worksheets. It happens in the subtle moments when a task fails and, instead of giving up, they continue a little longer and see if they can understand the reason.<\/p>\n
Computer programming brings about this change relatively early. Not because of complexity, but because it does not allow unambiguous thinking. Everything has a consequence. There is a reason for every mistake. When something breaks, it always breaks for a reason.<\/p>\n
learning to differentiate problems<\/strong><\/h3>\nAdults often teach children how to solve problems as they arise. There is a task, an implicit path and an expected outcome.<\/p>\n
Coding works differently. It doesn’t give any clear path. This forces the child to create it.<\/p>\n
Even a simple task requires a series of choices. What comes first, what comes later. If you fail at one step, the whole thing fails. It’s learning, not how to do it right, but how to put the pieces together.<\/p>\n
At a certain point, it ceases to be an exercise and becomes a habit. Problems are no longer composite, because they can be broken down. It’s a small change, but once it happens it seeps into everything.<\/p>\n
role of mistakes<\/strong><\/h3>\nMistakes should be avoided in most learning environments. Coding does the opposite. This makes them indispensable and valuable.<\/p>\n
You will either get results or not. There is no doubt about the correctness of the argument. The result either exists or it does not.<\/p>\n
Rather, as children grow, their reaction to the event changes. Instead of guessing, they start pointing out the problem. This part, then that part. The question becomes more precise. Where and why does it break?<\/p>\n
This is critical thinking. It turns anger into questioning.<\/p>\n
learning patience from struggle<\/strong><\/h3>\nPatience does not come easily. This is achieved in situations where there are no easy solutions.<\/p>\n
Programming provides this opportunity. When logic is wrong it goes nowhere. There is no way to avoid this. You just have to work at it until it makes sense.<\/p>\n
Children adapt with time. They work on a problem for longer periods of time. They try different methods. They are less impulsive if it doesn’t work the first time.<\/p>\n
This is not passive waiting. This is engagement.<\/p>\n
Why does the environment matter?<\/strong><\/h3>\nHow coding is taught is important. If it’s too structured or technical, kids get bored easily. It’s not about structure as much as it is about experience.<\/p>\n
If the process is about challenges and steps, that’s different. It is more discovery than teaching. That’s why many parents look for methods that are specifically designed coding for kids<\/a>Where problem-solving is an inherent part of the process.<\/p>\nLearning can then be almost accidental.<\/p>\n
From code to everyday thinking<\/strong><\/h3>\nWhat they learn does not remain in the computer. Children start doing this on their own.<\/p>\n
They start dividing tasks into steps on their own. They become less reluctant to deal with new problems. They follow instructions more easily because they understand them.<\/p>\n
The impact is evident outside the classroom. They don’t give up so easily. Instead of running away, they experiment.<\/p>\n
They’re not learning to code. It’s about getting accustomed to complexity.<\/p>\n
what really changes<\/strong><\/h3>\nAt its core, coding is not about programming. It’s about thinking in the face of uncertainty.<\/p>\n
This process often includes:<\/p>\n
\n- be aware of a problem<\/li>\n
- trying to understand why<\/li>\n
- trying to solve<\/li>\n
- to modify as a result<\/li>\n<\/ul>\n
This is pretty obvious, but very few people do this often in their youth. Coding makes it unavoidable.<\/p>\n
more than a computer skill<\/strong><\/h3>\nNot all kids will learn to code, and that’s okay. It’s a matter of mentality.<\/p>\n
Certainty instead of uncertainty. Provide order instead of chaos. Perseverance instead of immediate despair.<\/p>\n
Those are not technical skills. They are habits of thinking. And once they are acquired, they remain so even after the code is gone.<\/p>\n<\/div>\n
Mistakes should be avoided in most learning environments. Coding does the opposite. This makes them indispensable and valuable.<\/p>\n
You will either get results or not. There is no doubt about the correctness of the argument. The result either exists or it does not.<\/p>\n
Rather, as children grow, their reaction to the event changes. Instead of guessing, they start pointing out the problem. This part, then that part. The question becomes more precise. Where and why does it break?<\/p>\n
This is critical thinking. It turns anger into questioning.<\/p>\n
learning patience from struggle<\/strong><\/h3>\nPatience does not come easily. This is achieved in situations where there are no easy solutions.<\/p>\n
Programming provides this opportunity. When logic is wrong it goes nowhere. There is no way to avoid this. You just have to work at it until it makes sense.<\/p>\n
Children adapt with time. They work on a problem for longer periods of time. They try different methods. They are less impulsive if it doesn’t work the first time.<\/p>\n
This is not passive waiting. This is engagement.<\/p>\n
Why does the environment matter?<\/strong><\/h3>\nHow coding is taught is important. If it’s too structured or technical, kids get bored easily. It’s not about structure as much as it is about experience.<\/p>\n
If the process is about challenges and steps, that’s different. It is more discovery than teaching. That’s why many parents look for methods that are specifically designed coding for kids<\/a>Where problem-solving is an inherent part of the process.<\/p>\nLearning can then be almost accidental.<\/p>\n
From code to everyday thinking<\/strong><\/h3>\nWhat they learn does not remain in the computer. Children start doing this on their own.<\/p>\n
They start dividing tasks into steps on their own. They become less reluctant to deal with new problems. They follow instructions more easily because they understand them.<\/p>\n
The impact is evident outside the classroom. They don’t give up so easily. Instead of running away, they experiment.<\/p>\n
They’re not learning to code. It’s about getting accustomed to complexity.<\/p>\n
what really changes<\/strong><\/h3>\nAt its core, coding is not about programming. It’s about thinking in the face of uncertainty.<\/p>\n
This process often includes:<\/p>\n
\n- be aware of a problem<\/li>\n
- trying to understand why<\/li>\n
- trying to solve<\/li>\n
- to modify as a result<\/li>\n<\/ul>\n
This is pretty obvious, but very few people do this often in their youth. Coding makes it unavoidable.<\/p>\n
more than a computer skill<\/strong><\/h3>\nNot all kids will learn to code, and that’s okay. It’s a matter of mentality.<\/p>\n
Certainty instead of uncertainty. Provide order instead of chaos. Perseverance instead of immediate despair.<\/p>\n
Those are not technical skills. They are habits of thinking. And once they are acquired, they remain so even after the code is gone.<\/p>\n<\/div>\n
How coding is taught is important. If it’s too structured or technical, kids get bored easily. It’s not about structure as much as it is about experience.<\/p>\n
If the process is about challenges and steps, that’s different. It is more discovery than teaching. That’s why many parents look for methods that are specifically designed coding for kids<\/a>Where problem-solving is an inherent part of the process.<\/p>\n Learning can then be almost accidental.<\/p>\n What they learn does not remain in the computer. Children start doing this on their own.<\/p>\n They start dividing tasks into steps on their own. They become less reluctant to deal with new problems. They follow instructions more easily because they understand them.<\/p>\n The impact is evident outside the classroom. They don’t give up so easily. Instead of running away, they experiment.<\/p>\n They’re not learning to code. It’s about getting accustomed to complexity.<\/p>\n At its core, coding is not about programming. It’s about thinking in the face of uncertainty.<\/p>\n This process often includes:<\/p>\n This is pretty obvious, but very few people do this often in their youth. Coding makes it unavoidable.<\/p>\n Not all kids will learn to code, and that’s okay. It’s a matter of mentality.<\/p>\n Certainty instead of uncertainty. Provide order instead of chaos. Perseverance instead of immediate despair.<\/p>\n Those are not technical skills. They are habits of thinking. And once they are acquired, they remain so even after the code is gone.<\/p>\n<\/div>\nFrom code to everyday thinking<\/strong><\/h3>\n
what really changes<\/strong><\/h3>\n
\n
more than a computer skill<\/strong><\/h3>\n