Programming in Scratch as a means of developing primary school pupils' information and digital competence

Abstract

The article theoretically substantiates the potential of the Scratch visual programming environment as a means of developing information and digital competence among primary school pupils. The relevance of the study is determined by the need to move from episodic use of digital tools to a systematic organisation of learning activities in which children not only consume ready-made digital content but also create their own information products, algorithms, interactive stories, animations, and educational projects. The aim of the article is to identify the didactic potential of Scratch and to construct a model for developing information and digital competence of pupils in grades 2–4 through programming activities. The methodological basis combines competence-based, activity-based, constructivist, and project-based approaches. The methods include analysis of regulatory documents and scientific publications, systematisation, comparison, pedagogical modelling, and structural-functional analysis. Five interconnected components of information and digital competence are distinguished: information-search, algorithmic, technological-operational, creative-project, and reflective-safety. The pedagogical potential of Scratch is shown to include not only mastering elementary programming but also developing the ability to define the purpose of digital activity, plan sequences of actions, select and create digital objects, construct and debug algorithms, analyse errors, test results, present a digital product, and follow principles of safe and responsible behaviour in digital environments. A learning sequence is proposed: "understand the task – plan – construct an algorithm – implement it in Scratch – test – improve – present the result". A system of typical learning tasks and criteria for assessing pupils' digital projects is developed. The scientific novelty lies in considering Scratch programming as an integrated means of developing information and digital competence, in which the mastery of programming constructs is subordinated to the creation of a meaningful digital product. The practical significance lies in the possibility of applying the proposed model in Informatics lessons, the integrated course "I Explore the World", project-based learning, and extracurricular activities.