References
- Bach, J. F., Houdé, O., Léna, P., Tisseron, S., (2015). L’enfant et les écrans. Un Avis de l’Académie des Sciences. Le Pommier, Paris.
- Bers, M. U. (2020). Coding as a playground: Programming and computational thinking in the early childhood classroom. Routledge, London.
- Bruner, J. S., Jolly, A., Sylva, K., 1976). Play: Its Role in Development and Evolution. Harmondsworth, Penguin, London.
- Castoldi, M. (2011). Progettare per competenze. Franco Angeli, Milano.
- Çiftci S., Bildiren A. (2020). The effect of coding courses on the cognitive abilities and problem-solving skills of preschool children. “Computer Science Education”, 30:1, 3-21.
- Clement, J., Miles, M., (2018). Screen Schooled: Two Veteran Teachers Expose How Technology Overuse Is Making Our Kids Dumber. Chicago Review Press, Chicago.
- Couse, L. J., Chen, D. W., (2010). A Tablet Computer for Young Children? Exploring its Viability for Early Childhood Education. “Journal of Research on Technology in Education”, 43, I, pp. 75-96.
- Fjørtoft, I. (2004). Landscape as playscape: The effects of natural environments on children’s play and motor development. “Children Youth and Environments”, 14 (2), 21-44.
- Gee, J. P. (2007). What Video Games Have to Teach Us About Learning and Literacy. Palgrave Macmillan, New York.
- Latham, A. J., Patston, L. L., Tippett, L. J. (2013). The Virtual Brain: 30 Years of Video-Game Play and Cognitive Abilities. “Frontiers in Psychology, 4, 629
- Lee, J. (2020). Coding in Early Childhood. “Contemporary Issues in Early Childhood”, 21(3), 266-269. SAGE, Newbury Park, CA.
- Lund, H. (2009). Playware e robotica modulare per il gioco. “Italian Journal of Educational Technology”, 17(2), 15–15.
- Manches, A., & Plowman, L. (2017). Computing education in children’s early years: A call for debate. British Journal of Educational Technology, 48(1), 191–201
- MIUR, Indicazioni nazionali e nuovi scenari, http://www.indicazioninazionali.it/wp-content/uploads/2018/08/Indicazioni-nazionali-e-nuovi-scenari.pdf
- MIUR, Indicazioni nazionali per il curricolo della scuola dell’infanzia e del primo ciclo d’istruzione, 2012, http://www.indicazioninazionali.it/wp-content/uploads/2018/08/decreto-ministeriale-254-del-16-novembre-2012-indicazioni-nazionali-curricolo-scuola-infanzia-e-primo-ciclo.pdf
- Montessori, M. (2016). Educare alla libertà. Mondadori, Milano.
- Papert, S. (1980). Mindstorms: Children, Computers, And Powerful Ideas. New York, Basic Books.
- Papert, S. (1988). Does Easy Do It? Children, Games and Learning. “Game Developer Magazine”.
- Parten, M. B. (1932). Social participation among pre-school children. “The Journal of Abnormal and Social Psychology”, 27(3), 243.
- Pennazio, V. (2015). Disabilità, gioco e robotica nella scuola dell’infanzia. “TD Tecnologie Didattiche”, 23(3), 155–163.
- Piaget, J., (1951). Play, Dreams and Imitation in Childhood. Routledge, London.
- Resnick, M. (1995). New Paradigms for Computing, New Paradigms for Thinking, in VV.AA., Computers and Exploratory Learning, vol. 146, Springer-Verlag, Berlin-Heidelberg.
- Resnick, M. (2017). Lifelong Kindergarten: Cultivating Creativity through Projects, Passion, Peers and Play. MIT Press, Cambridge (MA)
- Rivoltella, P. C. (2013). Fare didattica con gli EAS. Episodi di Apprendimento Situati. La Scuola, Brescia.
- Rivoltella, P. C. (2017). Tecnologie di comunità. ELS La Scuola, Brescia.
- Rivoltella, P. C. (2020). Nuovi alfabeti. Educazione e culture nella società post-mediale. Morcelliana, Brescia.
- Rowan, C., (2010). Virtual Child: The Terrifying Truth about what Technology Is Doing to Children. Sunshine Coast Occupational Therapy Inc., British Columbia, Sechelt.
- Tisseron, S. (2013). 3-6-9-12. Apprivoiser les écrans et grandir. Edition èrés, Toulouse.
- Vygotskij, L. S., (1967). Play and Its Role in the Mental Development of the Child. “Soviet psychology”, 5, 3, pp. 6-18.
- Wing, J.M. (2006). Computational Thinking, in “CACM”, 49, 3, pp. 33-35
- Wing, J.M. (2010). Computational Thinking: What and Why?. Link Magazine. Carnegie Mellon, Pittsburgh.