Coding Languages: Coding and Computational Thinking in a Language-Diverse Preschool

• In Event: Technology and Young Children

Abstract

There is an increasing emphasis on coding, computational thinking (CT), and computer science in early childhood, often interchangeably or alongside each other. Additional initiatives promote equity in computer science. The early childhood classroom can be a language-diverse setting including monolingual and bilingual children, second language learners, and children with language-related disabilities. We examined the relationship between CT and coding language knowledge in a language diverse preschool and found that the relationship between coding language and CT appeared different based on children’s language experiences. This work could have implications for how we understand the relationship between coding language and CT in early childhood and how we teach coding and CT with consideration of the diversity of young children’s language experiences.

Authors

• Tess Levinson, Boston College
  Presenting Author

• Marina U. Bers, Boston College
  Non-Presenting Author