Getting to know the computer
Students learn the names of basic parts like the screen, keyboard, and mouse. They practice logging in, opening a program, and asking for help when something stops working.
What does a student learn in
This is when students learn that computers are tools they can use with purpose, not just screens to watch. Students name the parts of a device, log in safely, and try simple steps when something goes wrong. They write short step-by-step instructions a robot or classmate could follow, and they sort pictures or numbers to spot patterns. By spring, students can break a small task into clear steps and explain why being kind online matters.
- Parts of a computer
- Step-by-step instructions
- Online safety
- Sorting and patterns
- Solving small problems
- Working together
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Working and sharing online
Students start to understand that computers can talk to each other. They learn simple habits for staying safe online and being kind when working with classmates on a shared screen.
- 3
Sorting and showing information
Students gather small bits of information, like favorite snacks or weather each day, and put them into charts. They look for patterns and talk about what the picture shows.
- 4
Step-by-step thinking
Students write out clear steps to solve everyday problems, like brushing teeth or getting to the library. They turn those steps into simple programs using picture-based coding blocks.
- 5
Testing, fixing, and being a good digital citizen
Students try their programs, find what went wrong, and fix it. They also talk about how computers affect people and how to treat others fairly online and in class.
Mastery Learning Standards
The required skills a student should display by the end of Kindergarten.
Concepts
Concepts
- Grades K-2
Identify, select, and apply hardware, software
Students learn what hardware (the keyboard, screen, mouse) and software (apps and programs) are, and practice basic fixes when something stops working, like restarting a device or checking a connection.
- Grades K-2
Explain how computer networks and the Internet enable communication…
Students learn what the internet actually is: a system that links computers so people can send messages, share files, and work together from different places. They also learn why keeping that information safe matters.
- Grades K-2
Collect, transform, and represent data
Students gather information, sort it into groups or pictures, and look for patterns that help explain what they found.
- Grades K-2
Design, develop, and analyze algorithms and programs to solve problems…
Students break a task into steps a computer can follow, then check whether those steps actually work the way they planned.
- Grades K-2
Investigate the social, ethical, legal
Students look at how computers and apps affect people's lives, including what's fair, what's helpful, and what might cause problems for others.
| Standard | Definition | Code |
|---|---|---|
| Identify, select, and apply hardware, software Grades K-2 | Students learn what hardware (the keyboard, screen, mouse) and software (apps and programs) are, and practice basic fixes when something stops working, like restarting a device or checking a connection. | NJ-CSDF.C1.k-2 |
| Explain how computer networks and the Internet enable communication… Grades K-2 | Students learn what the internet actually is: a system that links computers so people can send messages, share files, and work together from different places. They also learn why keeping that information safe matters. | NJ-CSDF.C2.k-2 |
| Collect, transform, and represent data Grades K-2 | Students gather information, sort it into groups or pictures, and look for patterns that help explain what they found. | NJ-CSDF.C3.k-2 |
| Design, develop, and analyze algorithms and programs to solve problems… Grades K-2 | Students break a task into steps a computer can follow, then check whether those steps actually work the way they planned. | NJ-CSDF.C4.k-2 |
| Investigate the social, ethical, legal Grades K-2 | Students look at how computers and apps affect people's lives, including what's fair, what's helpful, and what might cause problems for others. | NJ-CSDF.C5.k-2 |
Practices
Practices
- Grades K-2
Foster an inclusive computing culture that values diverse perspectives and…
Students learn that computers and technology are for everyone. They practice working with classmates who think and solve problems differently.
- Grades K-2
Collaborate around computing — divide work, share ideas
Students work with a partner or small group to build something on a computer, splitting up tasks and sharing ideas to get the project done.
- Grades K-2
Identify and define problems that can be solved with computation and decompose…
Spot a problem that a computer could help solve, then break it into smaller steps. Students practice splitting big tasks into pieces they can tackle one at a time.
- Grades K-2
Use abstractions to simplify complexity, generalise solutions
Students learn to spot patterns and use them as shortcuts. Instead of solving the same problem from scratch each time, they find a rule that works and apply it to new situations.
- Grades K-2
Create computational artifacts — programs, simulations, models — by applying…
Students build simple programs or digital projects, then test and improve them in steps. The process of making, trying, and fixing is the actual skill being learned.
- Grades K-2
Systematically test computational artifacts and refine them based on evidence…
Students try out their program or project, look for what goes wrong, and fix it. Testing and fixing is part of the work, not a sign something is broken.
- Grades K-2
Communicate clearly with appropriate vocabulary, visualizations
Students describe what a computer program does or how a device works, using clear words and pictures to explain their thinking to a classmate or teacher.
| Standard | Definition | Code |
|---|---|---|
| Foster an inclusive computing culture that values diverse perspectives and… Grades K-2 | Students learn that computers and technology are for everyone. They practice working with classmates who think and solve problems differently. | NJ-CSDF.P1.k-2 |
| Collaborate around computing — divide work, share ideas Grades K-2 | Students work with a partner or small group to build something on a computer, splitting up tasks and sharing ideas to get the project done. | NJ-CSDF.P2.k-2 |
| Identify and define problems that can be solved with computation and decompose… Grades K-2 | Spot a problem that a computer could help solve, then break it into smaller steps. Students practice splitting big tasks into pieces they can tackle one at a time. | NJ-CSDF.P3.k-2 |
| Use abstractions to simplify complexity, generalise solutions Grades K-2 | Students learn to spot patterns and use them as shortcuts. Instead of solving the same problem from scratch each time, they find a rule that works and apply it to new situations. | NJ-CSDF.P4.k-2 |
| Create computational artifacts — programs, simulations, models — by applying… Grades K-2 | Students build simple programs or digital projects, then test and improve them in steps. The process of making, trying, and fixing is the actual skill being learned. | NJ-CSDF.P5.k-2 |
| Systematically test computational artifacts and refine them based on evidence… Grades K-2 | Students try out their program or project, look for what goes wrong, and fix it. Testing and fixing is part of the work, not a sign something is broken. | NJ-CSDF.P6.k-2 |
| Communicate clearly with appropriate vocabulary, visualizations Grades K-2 | Students describe what a computer program does or how a device works, using clear words and pictures to explain their thinking to a classmate or teacher. | NJ-CSDF.P7.k-2 |
Common Questions
What does computer science look like in the early grades?
Students learn the basics of how computers work and how to use them. They name parts like a mouse, keyboard, and screen, give step-by-step directions to solve a problem, and start thinking about safe, kind behavior online.
How can I help my child practice at home without a computer?
Give simple step-by-step games. Ask students to direct a parent across the kitchen using only words like forward, turn, and stop. Sorting socks by color or size also builds the same pattern thinking that shows up in coding later.
What should students be able to do by the end of second grade?
Students should log in, open a program, and ask for help when something goes wrong. They should write a short sequence of steps to solve a small problem and explain why passwords stay private.
How do I sequence these standards across the year?
Start with hardware names and safe habits in the fall so students can use devices independently. Move into step-by-step directions and simple patterns midyear. Save short coding projects and conversations about online kindness for spring, once routines are solid.
Which skills usually need the most reteaching?
Debugging is the hardest piece. Young students want to start over instead of finding the one step that broke. Build short routines where students point to the exact step that went wrong before fixing it.
My child already uses a tablet a lot. Is that the same thing?
Watching videos or playing games is not the same as computer science. The goal is for students to give the directions, not just follow them. Ask students to teach a sibling how a favorite app works, step by step.
What does data look like at this age?
Data starts as something students can see and touch. Sorting buttons into groups, tallying favorite snacks on a chart, or graphing the weather for a week all count. The point is noticing patterns and explaining what the picture shows.
How do I talk to students about online safety without scaring them?
Keep it simple and concrete. Private information means full name, address, school, and passwords. Practice the rule that students always tell a trusted adult if something on a screen feels confusing or unkind.
How do I know students are ready for third grade?
Students should write and follow a short list of steps, spot a mistake in those steps, and fix it. They should also work with a partner on a small project and explain what each person did.