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Developing an algorithm requires expressing it in some (formal) language. The respective language is usually understood to be textual (conventional programming language) or partly graphical (design languages, and languages in programming environments for children). As writing and reading are capabilities not to be presumed from preschoolers, many educators claim that confronting such young kids with algorithmic concepts is beyond their abstraction capability. This paper reports on an experimentdoi:10.4236/ce.2013.49081 fatcat:phbvy46j2vgdbptlfqigbupd5e