The Promise of Integrating Computational Thinking Into Literacy and Mathematics Instruction for Preschool Children

• In Event: Computational Thinking in Early Childhood: The State of Our Burgeoning Field

Abstract

A number of studies have shown the value of CT for supporting students’ academic performance, problem-solving skills, engagement in learning, as well as confidence and motivation (e.g., Rich et al., 2017, Yadav et al., 2017). Our team defines computational thinking (CT) as a creative way of thinking that empowers children to be systematic problem-solvers, enabling them to identify problems and then brainstorm and generate step-by-step solutions that can be communicated and followed by computers or humans. Across several NSF-funded projects, we have explored how to support CT skills in preschool children by integrating CT skills and practices into everyday learning opportunities, in particular during literacy learning and mathematics instruction. We posit that, with teacher support, children will begin to understand CT Core Ideas (figure 2) and how they can be leveraged to support problem solving or achieving goals in all areas of learning.

As part of our commentary, we will discuss our approach to developing learning resources, including the model that we have used to describe the CT integration process (Authors, 2020; figure 3). During mathematics instruction, children can leverage their emerging mathematical skills to explore CT concepts like patterns, problem solving, and begin to develop CT mindsets like curiosity, flexibility, inventiveness, and task persistence (National Association for the Education of Young Children & National Council of Teachers of Mathematics, 2002). We will also discuss our exploration of narrative storytelling as a framework for supporting computational thinking and computational literacy. As part of their narrative storytelling instruction, teachers commonly break down stories into parts, or what we call story elements (e.g., characters, actions, and consequences). This type of decomposition can help children understand the structure of stories, see the logical connections among elements, and create a coherent story by arranging (or combining) a series of characters, actions, events, and consequences in meaningful ways.

As part of our commentary, we will share these reflections from our research and development processes as they relate to how CT can be integrated into existing teaching and learning during preschool. Our contribution to this working group roundtable will reflect our lessons learned and evidence of promise from our work, as well as that from others, on how integration into the preschool curriculum presents real opportunities for CT in early childhood, including future research.

Authors

• Heather Lavigne, Education Development Center, Inc.

• Michelle Cerrone, Education Development Center, Inc.

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

• Marisa Wolsky, WGBH Educational Foundation

• Jillian Orr, WGBH Educational Foundation