We’ve mentioned Abriendo Mentes in a couple of previous posts. They are a local non-profit working here in Potrero. Their goal is to help enhance educational opportunities for the local children. The local public school available for children is only 3 hours per day. Abriendo Mentes provides additional programs such as art, team sports, English, and computer skills. Most of the children here do not have computers in their homes. Having computer skills and being able to speak English will open up many more income possibilities for these children when they reach working age. I’ve been lucky enough to have the opportunity to temporarily take on running the computer classroom/lab. Aidan is also helping me with the class and serving as my Minecraft expert.
I was a little unsure what type of curriculum to provide. I’m used to being around children that have grown up with computers as part of everyday life. After getting a sense for what the previous person had set up, I spent the first few days watching and learning what the kids already seemed to know and enjoy. It was interesting to watch these children use the computer.
Here are a few observations:
- I noticed that many of the sites they like to use for games are only available in English and so they miss a lot of the subtleties of the story etc.
- I was surprised to see that because of their lack of experience, there are certain patterns of interactions that they just don’t understand. The “radio button” selection for example. It is an interaction convention that provides a list of options from which you can only select one. This part they understand. What they don’t understand is the “commit” or “submit” requirement after that selection.
- Another one I noticed is the use of the same button for 2 purposes (a dual state button). You also see this every time you use a video player on YouTube where the play and pause button is the same button. There are a couple of places that they have encountered this and have trouble. The first is the video player example. The second in the coding tool where they need to “run” something and then need to “reset” it to start over.
- They have recently been introduced to Minecraft. They play differently than the U.S. kids that I know. The most interesting differences are what they build and how they play in the world. They build replicas of their local physical environment – small houses (Costa Rican Casitas) with lots of horses, cows, dogs, and chickens. They run and play with their horses and put them in a corral at night. They put little signs in their small 2 room homes with their name or sometimes their name along with a friend’s name. The materials that they use are all very simple and the same as what they see in their environment e.g. stone and wood. When they do play together in the same world, they do not create/build together but will build complimentary structures – neighboring houses or a corral for the house that the other is building. This is almost exactly opposite of the way I’ve seen kids in the U.S. play. Those kids collaborate to create elaborate structures from their imaginations and search diligently to find and use a variety of resources/materials.
- There is a large disparity in the games that the girls play and the boys play. Girls will choose to play fashion (clothes, hair, make-up) games or Disney princess games. The Boys will choose to play Minecraft, soccer, or driving games. This isn’t 100%. I’ve seen a couple of boys play videos of songs from the movie “Frozen” and I’ve seen a couple of the girls choose to play Minecraft together, but not regularly.
Based on some of these observations I decided to try a couple of things with the kids, with some mixed results.
With Minecraft I tried to introduce them to a couple of concepts – creating larger environments from the real world and creating things from their imagination. The first thing was to put a group of 4 students into a world together. I then tried to help them to visualize and build the Potrero town square. This is not very large. The town center is the soccer field. Around this are the community center (where they take English and art classes), a church, a market, and a few houses. This proved to be incredibly difficult for them and ultimately they lost interest because it was so challenging.
Next I had Aidan create one of his favorite things to build – an enormous and elaborate roller coaster as a demonstration of imagined things and explain how you make it. This didn’t inspire too much creativity or interest. Then Aidan created a large thing that used a lot of “red stone” which are really circuits. I thought that maybe the cause and effect would be interesting. Nope.
Next I tried something that seems to be working. My own children have used code.org with success. I was concerned about trying this or Gamestar Mechanic because of the large amount of English required. Then I discovered a beta section on code.org that was visual programming for early readers. This meant that the tools were mostly using only arrows rather than written English to describe the actions. It worked very well and the kids enjoy it. Many of them seem to really seem get the underlying concepts and enjoy the thinking involved in moving the Angry Bird along to catch the bad pig without running into walls or blowing himself up. I see sparks of that joy of the success of making something happen with a sequence of things you put together on the computer. I’m hoping that this base understanding will help them move along without too much trouble to the coding that involves some English paired with the arrows.
I’m enjoying the opportunity to meet and interact with these kids. They are all bright and friendly and I get a little different view on Costa Rican life than just interacting with adults. They teach me some Spanish and laugh when I make conjugation mistakes. I think Aidan is enjoying the experience of working with me and being the “expert” in something. Without a doubt it will be something we remember about our Costa Rican adventure.