Early learning in parallel programming

The current approach to teaching programming is analyzed. We underline its problems related to training in parallelism. An alternative approach based on rejection of thinking patterns in teaching is presented. The main idea of the approach is separation of two types of activity in the program construction: development of the program sketch, which does not take into account the resource constraints, and mapping the sketch to a real computer. We show the advantages of this approach for the development of thinking and, in particular, when teaching parallelism.