Abstract:

The development of algorithmic and programming thinking is an organic part of the teaching of informatics in primary schools. It is very important what programming environment we choose to create the first programs, to write the first algorithms for solving problems. Both iconic and block programming belong to the group of visual programming. The visual way of programming makes it possible to create programs using graphic blocks or icons, or to assemble a program like a puzzle. In the case of block programming, a part of each graphic block is the program code with which we program, for example, a robot. The program is created by stacking graphic blocks one after the other. All functions are inserted into the blocks, which makes the program clear and the user can visually follow the entered commands and their execution. This method of programming does not require programming using text, and thus prevents the occurrence of syntax errors that can discourage beginners from programming. Here, it is mainly based on interactive and creative work, on successes, on pleasant experiences, on the joy of a job well done, on a playful form of teaching, on solving interesting tasks from everyday life - this is how a positive relationship to programming is built. The authors report on their many years of experience teaching programming in elementary schools in various visualized programming environments. They give examples from working with programmable toys for the little ones, through programming robots, microcontrollers and creating games to programming various tasks in Scratch for older students. They compare the solution of the same task in different environments. They also bring the results of a survey of children's and teachers' opinions on programming in primary schools.

Keywords:

Algorithmization, programming, block programming, icon programming, programming environment.