Abstract:

Scratch¹ is a ludicity artifact that engages children in active participation where they learn to problem-solve, create and recreate projects by the social playing. Children are therefore able to learn how to think creatively, to express themselves clearly, to analyze systematically, to be fluent in the use of Information Technology programming – which is an important contribute towards literacy in the 21st Century – to build iterative development processes, to put in practice metacommunication and to promote cooperation between children and adults.
This research presents the “Scratch’ando com o sapo na infância” – Childhood with Scrach in motion project, which is developed with the support of several institutional partnerships, namely: PT - Portugal Telecom/SAPO Company, University of Aveiro and Inforlandia Enterprise Software, the latter, provided and installed the computers needed to develop the study and Kindergarten of Cooperativa de Educação e Ensino A Torre, which provides study’s working place.
The project adopts the action research process of problem solving and uses a variety of intervention-training strategies placed in the studies’ horizon where is established the connection between the disciplinary fields of ludicity, communication, creativity, and pedagogy.
The main aim of this research is to understand how children with five and six years old interact and express themselves using new technologies, specifically when recreate the Scratch tutorials available at http://kids.sapo.pt/, being supported by the researcher, educators and parents, in order to create new projects that are result of their play.
The Childhood with Scrach in motion project consists of several sequential stages, through which it is intended to promote the spontaneous social playing (SSP). The methodology for the promotion of SSP consists in improving an iterative way by adults and in developing SSP among children. Thus, the iterative process of SSP promotion through the Scratch consists of eight development stages: i) defining the basis for inter-institutional cooperation; ii) approach to Scratch and familiarization with children; iii) friendship (using “Amigos na Quinta”– Friends on the farm tutorial); iv) circumscribe (using the “Pópio” and “Pópia” heroes); v) autonomy (support the dependency resolution from adults); vi) sharing; vii) spontaneous social playing; and viii) divulgation.
Through the final results it is intend, firstly, to contribute to innovation of Scratch programming aiming it towards children and, secondly, to promote spontaneous social playing on digital platforms, as well as encourage the active participation of children with suggestions for improving the application and the programming concepts for this age group.

¹ http://info.scratch.mit.edu/About_Scratch

Keywords:

Scratch, Childhood, Pedagogy, Ludicity, Playing.