Monkeying Around: Developing Preschoolers' Computational Thinking Through Joint Engagement

• In Event: 28.029 - Young Children's STEM Learning From Media: The Important Role of Parent Scaffolds and Confidence

Abstract

Introduction. MONKEYING AROUND is a project to investigate how media and hands-on activities can support preschool children’s computational thinking (CT). The focus of this presentation is to address the question: What evidence exists that preschool children and their caregivers focus on the core concepts of CT during joint video viewing and hands-on activity implementation?

Computational thinking (CT) is a systematic way of problem solving that can support children’s learning in a variety of subject areas. To build a solid basis for problem-solving skills later in life, young children need early experiences both to learn and to practice the skills necessary for CT (Bers, 2008; Gelman & Brenneman, 2004).

Four different CT learning goals are the focus of current project work:
• Sequencing: the specific order of events or actions is important when solving problems or accomplishing goals.
• Debugging: using a systematic process for identifying problems, brainstorming and testing solutions, and checking results.
• Modularity: breaking problems down into parts and identifying strategies for addressing each smaller component to accomplish a goal.
• Design Process: brainstorming and creating solutions, selecting some to test, tracking results, and iterating on the best solution.

Method. In 2017-2018, researchers conducted two small studies with English-speaking families (32 children and their caregivers) to test prototypes of media and hands-on activities. The 2017 study focused on the formative research of one debugging media and hands-on activity set. The 2018 study expanded to research four different media and hands-on activity sets (sequencing, debugging, modularity, and design process, including new iterations of the set tested in 2017. During spring 2018 sessions, families experienced one of four media and hands-on activity sets, each comprised three video types: animated stories, music videos, and live action videos. Media viewing was followed by an implementation of a hands-on activity. At the completion of the session, caregivers were given a tablet with media and two hands-on activities and asked to use materials at home over a one-week period.

Data sources include in-person observations of families, caregiver interviews, and demographics surveys.

Results. Participating caregivers did not have preexisting knowledge about CT concepts; however, they were enthusiastic about introducing CT to their children. Even after short periods of viewing, children were able to recall the important plot elements of stories that contain CT concepts, particularly after viewing debugging and design process media. Recall was more variable around media focused on sequencing and modularity. The videos fostered rich parent/child interactions. Overall, hands-on activities supported families’ introduction to CT concepts with minimal barriers to implementation. Caregivers unanimously reported that their children learned something from the experience and that they see the value of CT in their children’s lives.

Overall, the formative research indicates promise of an at-home learning model, which utilizes media and hands-on activities for joint engagement around CT. Findings, will inform further prototype development as well as the creation of other educational resources that maximize caregivers’ capacity to support at-home STEM learning.

Author

• Heather Lavigne, Education Development Center, Inc.