Exploring Preschool Data Collection and Analysis: A Formative Study

• In Event: Understanding and Supporting Young Children's Computational Thinking

Abstract

1. Objectives
This project is focused on the development and testing a set of developmentally appropriate problem-solving activities that integrates mathematics and CT by engaging children in fun, hands-on mathematical investigations that leverage the affordances of touch-screen tablets to promote children’s STEM learning. Researchers conducted a formative study to understand the extent to which intervention elements and scaffolds are usable, comprehensible, and feasible to implement in preschool classrooms.

2. Perspectives
There is a pressing need to invest in preK STEM efforts as research shows early childhood is a time when learners begin to develop positive attitudes toward science and mathematics (Aldemir & Kermani, 2017) and form their own STEM identity and professional interests (McMurrer, 2008). Yet there is a dearth of high quality instructional resources that integrate early mathematics and computational thinking (CT). Data collection and analysis (DCA) is an applied context for using mathematical knowledge (i.e., counting, sorting, classifying, comparing, contrasting) to engage with real-world investigations and lays the foundation for developing flexible problem-solving skills.

3. Methods
Teachers were recruited from Head Start and state-funded prekindergarten in MA, RI, and NY to provide feedback on the hands-on investigations and digital app through participating in ether an interview or through completing an online survey.

4. Data sources
Survey (n=19): teachers viewed a series of short videos that gave an overview of each investigation. Teachers were also provided with information as to the preparation, materials, and activities that are to be completed for each investigation. Teachers answered a combination of multiple choice and open-ended questions about the anticipated benefits and challenges, appeal, and ease of use of the investigations. Interview (n=10): teachers viewed PowerPoint slides with short videos that explained each investigation and explored aspects of the digital app. Teachers answered questions about the anticipated benefits and challenges, appeal, and ease of use of the investigations, as well as the app design and usefulness.

5. Results
Findings suggest that teachers see value in engaging in these activities with preschoolers, view the activities as developmentally appropriate, and think the technology offers meaningful affordances. Including flexibility to the intervention is critical to allow teachers to assess and adapt to children’s developmental readiness to engage in DCA. For example, each activity can be implemented at various times of the year, in different group arrangements, and with different available materials. Teachers also valued the flexibility to create their own category labels with pictures, for example, to fit the needs of the children and available classroom materials. Teachers also liked the variety of representations built into the intervention with hands-on materials and the app (e.g. arranging the bars on a graph from most to least).

6. Scholarly significance
This innovative project aims to build critically needed knowledge about how 4- and 5-year-olds learn to think computationally through the creation and testing of a set of problem-solving activities that engage children in collecting and analyzing data using hands-on and digital tools. Findings suggest that this approach to teaching preschools about DCA is worth further study.

Authors

• Ashley E. Lewis Presser, Education Development Center, Inc.

• Jessica Mercer Young, Education Development Center, Inc.

• Michelle Cerrone, Education Development Center, Inc.

• Lindsay Clements, Education Development Center, Inc.

• Heather Sherwood, Education Development Center, Inc.