So, what is coding?
Coding literally means the transformation of data into a form understandable by a computer—
basically, telling a computer what you want it to do. Coding also factors into some everyday tasks
that people perform without a second thought: for instance, programming a microwave to heat
yesterday’s leftovers, or entering numbers into a calculator in a specifi c order. Coding today may
not always look like the routine programming of the past. It can be active, visual, engaging, and
most importantly, fun! Educators agree that an early introduction to basic programming concepts
can help children build problem solving and critical thinking skills. This set provides that very
introduction, giving early learners a fun, real-world application of these essential 21st-century skills.
Introducing Code & Go: Tips for Beginning Programmers
Start by providing a simple, guided introduction to the mouse: identify the color and function of
each of the mouse’s buttons (see
Basic Operation
). Reinforce that the green button means
go
—it
tells the mouse to perform an action. Set the mouse on the fl oor or a table. Let the child try moving
the mouse forward, by pressing the blue arrow once and then the green button. Point out that the
mouse moves forward in the direction its nose is pointing. Let the child explore the other directional
arrows, one at a time. The right and left arrows make the mouse rotate, in place, 90 degrees in either
direction.
Remember to press and hold the yellow button to
clear
the mouse’s memory after each command.
Otherwise, the mouse will remember previous commands and perform them along with new
commands. Children need to see each movement in isolation. Pressing
Clear
before entering new
steps will ensure that the mouse moves exactly as programmed.
Set up a maze and complete a programming sequence, as follows:
• Snap together the maze pieces to form a 4 x 4 grid.
• Select the fi rst activity card; position the mouse, cheese, and maze walls as shown.
• Help the child count the number of spaces between mouse and cheese.
• Lay out the coding cards. Explain that these cards help map the mouse’s path. Work together
with the child to fi nd the correct cards (two
forward
) and place them side by side.
• Ask the child to program the mouse to reach the cheese. Does the child tap
forward
twice?
If the child easily grasps this concept (i.e., programs the mouse to match the coding string), try
adding 1–2 more spaces between mouse and cheese, placing additional maze walls on the grid,
or even integrating a turn for the mouse to make before reaching the cheese. At this age, multi-
step sequences can be very diffi
cult for young learners to remember, although the coding cards
help. Begin with short series of moves, before gradually adding in turns and building diff erent maze
confi gurations. Most of all, keep it fun!
What can using a programmable
robot teach?
• Problem solving
• Self-correcting errors
• Critical thinking
• Analytical thinking
• If-then logic
• Working collaboratively with others
• Discussion and communication skills
• Calculating distance
• Spatial concepts
Pieces included:
• 30 Coding cards
• 22 Maze walls
• 16 Maze grid pieces that connect to form a
large board
• 10 Double-sided Activity Cards
• 3 Tunnels
• 1 Robot mouse (Colby)
• 1 Cheese wedge
