Coding Is Lit: Building Critical Thinking Skills in Preschool Age Children

• In Event: STEM-Related Topics in Early Childhood

Abstract

Strong skills in literacy and science, technology, engineering, and mathematics (STEM) are needed to be active and engaged citizens in 21st century society. Children from underrepresented groups (i.e., racial/ethnic minorities, girls, and students with or at risk for disabilities) often do not receive equitable access to STEM activities which can create a disadvantage in developing early interests. This project involved engaging preschool age children (3-5) from underrepresented groups in pre-coding activities involving unplugged hands-on and electronic tablet games. Student interactions were recorded, observed and analyzed to determine impacts on critical thinking skills. Researchers determined that students critical thinking skills varied based on the type of pre-coding activity in which they were involved throughout the six month long study.

Authors

• Nicole Scarlett Fenty, Binghamton University - SUNY

• Amber Simpson, Binghamton University - SUNY

• Erin Kuhl Washburn, UNC-Charlotte

• Zhengqi Hu, Binghamton University - SUNY

• Abby Pierce, Binghamton University - SUNY