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Early Acquisition of Computer Science was created by Stanford University sophomores Justin Solomon and Peter Rusev as a final project for CS 201: Computers, Ethics, and Social Responsibility, winter 2008.

Numerous studies have confirmed that skills in language, mathematics, and other fields are acquired most rapidly at early ages. For instance, preschool language programs often prove much more effective at helping students achieve fluency than programs that introduce language at a later age. Even so, computer science, which lies at the intersection of mathematical formalism and lingual fluency, usually is not introduced until the secondary or post secondary levels of education. In this project, we argue that early exposure to computer science would promote facile acquisition of basic programming and algorithmic skills. Sample curricula for elementary and middle school courses in computer science will be presented alongside studies about early acquisition of language and other skills to argue that early computer science education is not only advisable but also feasible as part of a larger curriculum. More practical issues including teacher education, computer access, and how computer science education might be integrated with more traditional subject material will be addressed to introduce the practical aspects of putting such a program into place. In general, with substantial revision geared toward making computer science curricula more accessible to younger students and primary school educators, programming and the algorithmic thought process could be introduced early on, leaving high school and college computer science courses for more rigorous and specific treatment of topics in computer science.

Early Acquisition of Computer Science · ©2008 Justin Solomon and Peter Rusev