Abstract
Out-of-School coding and making spaces are frequently positioned as playful and fun – but how appropriate is this as a framing of the learning therein? The literature contains varied definitions of play and fun, with scholars defining these constructs as key to learning, or not significant. In presenting early findings from observations and interviews with facilitators of coding/making, we argue that simplistic framings of play and fun may limit recognition of the educational value of these spaces and, deny a fuller understanding of the opportunities they afford. We suggest that practitioners should consciously reposition out-of-school coding and making activities as rich experiences where children can develop life-long skills based upon deriving satisfaction through achievement in the context of persevering through challenge.
| Original language | English |
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| Publication status | Published - 2020 |
| Event | American Educational Research Association Virtual Meeting - Duration: 17 Apr 2020 → 21 Jun 2020 |
Conference
| Conference | American Educational Research Association Virtual Meeting |
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| Period | 17/04/2020 → 21/06/2020 |