Abstract

: The small size of tasks can be viewed as a contradiction to constructionist learning principles like problem-based learning, learning by exploring, freedom and creativity. We argue that mind-size bites of learning can be small and if properly designed can still be called constructionist. The commentaries provide questions and insights that help us rethink how short Bebras-like tasks serve as scaffolding to engage children in computing (informatics. They help us to consider, in greater depth, computing concepts that need to be experienced by children in various ways - the solving of short tasks being one of them.