Debugging Pathways: Preschoolers' Computational Thinking through Tangible Coding

• In Event: Exploring Computational Thinking and STEM Education in Early Childhood: Collaborative Partnerships With Diverse Stakeholders

Abstract

Background
This study investigates the emergence of computational thinking (CT) in preschoolers by analyzing their interaction with Cubetto, a coding robot, during a drawing task. By examining children's drawings, we aim to understand how debugging and spatial reasoning are demonstrated in their early coding experiences.

Objectives
The primary objectives of this study are:
1. To investigate how preschoolers develop debugging skills through interaction with tangible coding tools.
2. To examine the role of spatial reasoning in preschoolers' computational thinking.

Methods
The participants included 20 children in a 4-year-old preschool classroom at a university lab school that uses an inquiry-based learning model. Instead of using the floor maps that came with Cubetto, the teachers encouraged the children to discover how they could control the robot’s movements throughout the classroom. Initially, children placed direction pieces randomly on the Cubetto control board to observe the resulting movements. This exploratory phase transitioned into a structured coding process using paper and crayons, where children planned their codes, focusing on the functions they were creating and the availability of color-coded direction pieces.

Children's drawings, photographs from the implementation, and video documentation were analyzed using NVivo software. These analyses focused on how children planned and refined their coding tasks and their spatial reasoning and debugging processes.

Findings
Our research highlights the role of debugging in young children's CT development. Children demonstrated debugging skills by refining their initial random coding attempts and iteratively adjusting their codes based on Cubetto's movements. This process showcased their problem-solving and logical reasoning abilities.

Spatial reasoning was evident as children planned their codes on paper before transferring them to the Cubetto control board. By drawing their intended codes, children practiced spatial visualization and orientation, facilitating a deeper understanding of spatial relationships and sequencing. These skills are foundational to both CT and broader cognitive development.

During the coding process, children demonstrated an awareness of the functions they were creating. They considered the purpose of each direction piece and the sequence needed to achieve their desired outcome. This functional thinking is a precursor to algorithmic thinking, where children begin to understand the importance of step-by-step instructions in programming. Additionally, managing the availability of color-coded pieces introduced them to resource allocation, an essential skill in CT and problem-solving.

Implications
The findings reveal that debugging and spatial reasoning skills are co-developed through these activities, as children repeatedly plan, test, and adjust their codes. This co-development fosters a holistic understanding of CT, combining error correction with spatial planning and execution.

These insights contribute to the growing body of research on early CT education, highlighting the importance of hands-on, playful experiences in fostering foundational skills. Integrating tangible coding activities in preschool settings can enhance children's learning by developing their problem-solving, logical reasoning, and spatial visualization abilities. Educators can foster young children's computational and cognitive growth by creating an environment that integrates debugging and spatial reasoning.

Authors

• Ilene R. Berson, University of South Florida

• Michael J. Berson, University of South Florida