Integrating Computational Thinking and Other Developmental and Learning Domains in Early Childhood

Session Type: Symposium

Abstract

Computational thinking (CT) is a way of thinking that is used in computer science and other fields to solve problems systematically and efficiently (Wing, 2006). By integrating CT in early childhood education, children can be empowered in various learning domains. This symposium brings together four studies examining the integration of CT in early childhood education. Focusing on the potential of CT to enhance multiple learning domains, the session explores the use of digital tools and robots in fostering CT skills, mathematics learning, executive functions, and social-emotional competence among children. Through these diverse yet interconnected studies, the session aims to provide empirical findings and pedagogical insights into the effective incorporation of CT in early childhood education, thus fostering holistic child development.

Sub Unit

• SIG-Early Education and Child Development

Chair

• Hui Li, The Education University of Hong Kong

Papers

• Developing Computational Thinking Through Integrating Animation Into Early Childhood Mathematics Learning - Suzannie Kit-Ying Leung, The Chinese University of Hong Kong; Joseph Wu, City University of Hong Kong

• Coding Robots vs. Tablets: Which Better Fosters Preschoolers’ Computational Thinking and Social-Emotional Competence? - Weipeng Yang, The Education University of Hong Kong

• Preschoolers’ Higher Order Executive Functions Through Embodied and Shared Computational Thinking With a Programming Toy - X. Christine Wang, University at Buffalo - SUNY; Grace Yaxin Xing, University at Buffalo - SUNY

Discussant

• X. Christine Wang, University at Buffalo - SUNY