Using Story Algorithms to Foster Computational Thinking and Literacy Learning

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

Abstract

Objective
Researchers and media producers are collaborating to examine how preschool children and their teachers make meaning of experiences designed to simultaneously foster computational thinking (CT) and narrative skills (specifically storytelling and the understanding of story structures).

Perspectives
When educators read to children, they often break down a story to scaffold children’s understanding of the elements that comprise a story and how those elements relate (Peterson & McCabe,1983; Stadler & Ward, 2005). As children become more aware of these story elements, we posit that they can develop a story algorithm: a procedure to create their own story with a similar structure. Once children are able to use an algorithm to create their own stories, they can test them for narrative coherence and improve them based on the results of their tests – all skills that are relevant for CT.

Our project aims to provide children with opportunities to understand and use story algorithms through The Story Emporium, a preschool supplemental curriculum consisting of books, hands-on activities, digital apps, and instructional supports. Focusing on books that have short predictable story patterns, activities are being designed to enable students to break down a story into elements, identify the story pattern, create a story chart that visualizes the story algorithm, and then use that algorithm to create a new story.

Method
During fall of 2019, researchers observed the implementation of two days of The Story Emporium in four urban preschool classrooms. The team analyzed the data to compile findings to inform further development of The Story Emporium. During summer of 2020, researchers will be collecting feedback on a three-week unit of The Story Emporium.

Data Sources
Researcher notes were analyzed from in-person classroom observations. Videos from these observations allowed for further coding to characterize children’s engagement in six focal indicators of learning. Teacher interviews provided additional feedback on the implementation experiences. In a second round of research (in process), thirty (30) teachers are reviewing a selection of classroom activities and instructional supports and submitting feedback via an online survey. Eight (8) teachers will be selected to participate in a follow-up interview to expand upon their survey responses.

Results
The use of book reading is a practice that teachers are already comfortable with and can build upon with their students. Further, the use of stories with predictable patterns as a mechanism to cultivate CT skills is well-aligned to what is already happening in preschool classrooms. Early evidence suggests that children are engaged during activities that highlight patterns within stories. Children are often able to respond to teachers’ questions and to participate in the creation of a story chart that visualizes the story algorithm, and to then use that algorithm to create their own stories. The research being conducted during summer 2020 is geared toward investigating how supports can be designed to enhance educators’ confidence in teaching CT to young children.

Scientific Significance
Findings will build broader knowledge about how to design developmentally appropriate resources promoting CT for preschool children within literacy learning contexts.

Authors

• Heather Lavigne, Education Development Center, Inc.

• Michelle Cerrone, Education Development Center, Inc.

• Jillian Orr, WGBH Educational Foundation

• Marisa Wolsky, WGBH Educational Foundation