Speth, SandroBecker, SteffenGerth, Christian2023-08-072023-08-072023978-3-88579-727-21617-5468https://dl.gi.de/handle/20.500.12116/41874Lecturers worldwide continue to discuss suitable approaches to teach students programming concepts in general and object-oriented programming in particular. When using the so-called objects-first approach --in contrast to the established bottom-up approach --students start right from the beginning with objects and their interfaces and then only gradually learn more object-internal concepts, such as implementing operation bodies by using variables and control flow constructs. This gives students, from the start, a better object-oriented way of thinking, which is often much harder to learn properly in bottom-up approaches. In this paper, we describe the structure and design considerations and report our experience in implementing our introductory programming course based on the objects-first approach. We outline which concepts we teach, when and to which extent, and discuss the pros and cons of our implementation, considering student feedback from teaching evaluations.enProgramming Introductory CourseObjects-firstTeaching Programming10.18420/seuh2023_04