On the Translation and Generation of Action-Based Terminology in Early Childhood Coding Thinking Games.
In early childhood education, computational thinking does not focus on coding skills, but rather cultivates young children's logical thinking abilities through gamified approaches. A wide range of professional terms from computer science need to be translated into language and activities suitable fo...
| Publicado en: | China Terminology Vol. 28; no. 4; pp. 89 - 92 |
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| Autores principales: | , |
| Formato: | Artículo |
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China Terminology Magazine
2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=195282986&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 195282986 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 16738578 MT83 jtl: China Terminology issn: 16738578 maglogo: N pubinfo: dt: 2026 vid: 28 iid: 4 pid: 64270 pub: China Terminology Magazine artinfo: ui: 195282986 10.12339/j.issn.1673-8578.2026.04.017 ppf: 89 ppct: 3 formats: tig: atl: On the Translation and Generation of Action-Based Terminology in Early Childhood Coding Thinking Games. aug: au: LIANG, Zexia WANG, Yanling su: Computational thinking Translating & interpreting Concept learning Early childhood education Educational games sug: subj: Computational thinking Translating & interpreting Concept learning Early childhood education Educational games keyword: action-based terminology coding thinking early childhood education terminology translation thinking games ab: In early childhood education, computational thinking does not focus on coding skills, but rather cultivates young children's logical thinking abilities through gamified approaches. A wide range of professional terms from computer science need to be translated into language and activities suitable for the cognitive characteristics of children aged 3 ~ 6, giving rise to a series of newly generated pedagogical terms. Based on terminology theory and early childhood education practice, this study adopts a case analysis approach to systematically examine the translation pathways and generative mechanisms of core professional terms used in computational thinking games for young children. It deeply analyzes how abstract concepts are transformed into content understandable to children through strategies such as "kinesthetic translation" "contextualized translation" and "metaphorical translation". Finally, by exploring the standardization and effectiveness of newly generated terms in teaching practice and verifying them through practical application in the author's kindergarten. pubtype: Academic Journal doctype: Article src: R language: Chinese refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2026 holdings: @attributes: islocal: N |
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