How Do Children and Parents Learn Computational Thinking Together?

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

Abstract

Computational thinking (CT) is crucial for children's development, nurturing their interest in computing, reducing participation barriers, and supporting their social, emotional, and cognitive growth (Bers, 2017; Clements & Gullo, 1984). Intergenerational learning, where adults and children collaborate as co-designers and co-learners, provides a productive environment for families to engage in meaningful CT experiences (Bang et al., 2016; Perez et al., 2020). However, most research focuses on the general roles of parents or children in CT learning, often overlooking the fluidity of these roles during learning sessions. This study addresses these gaps by examining how parents and children's roles evolve and interact during CT learning activities within the family context.

This research employs a theoretical framework that combines participatory design (Druin, 2002) with Yip et al.'s (2017) theories on intergenerational learning. Participatory design involves children and parents as active participants in the learning process, ensuring their voices are included. Yip's theories highlight the fluid and evolving nature of roles within intergenerational learning contexts.

A qualitative approach was utilized, involving participatory design workshops and two semi-structured interviews with parents. These summer workshops engaged children and their parents in collaborative CT activities over five weeks, using the Thames and Kosmos Coding and Robotics (TKCR) kits. These kits introduce coding and robotics through engaging educational challenges. Participants included two families: a mother with her 5-year-old and 6-year-old daughters and a father with his 9-year-old daughter. All sessions were video recorded, yielding a corpus of approximately 15 hours. Semi-structured interviews with parents were conducted in Weeks 3 and 5, recorded and transcribed via Zoom, with durations ranging from 10 to 40 minutes. Thematic analysis was employed to code video sessions and interview transcripts, identifying patterns and themes related to the roles of parents and children in the CT learning process.

Findings reveal that parents' roles in intergenerational CT learning include design partner, interpreter, facilitator, learner, playmate, cheerleader, and observer. In contrast, children's roles include design partner, informant, tester, learner, teacher, and independent designer. During the learning process, the partnership between children and parents evolves from unbalanced to balanced in facilitation, design by doing, and elaboration. As children become more proficient with coding toys, the interaction between parents and children becomes more equal and task-driven. Analysis of results from a family with two children also indicates that parents’ roles may vary with different children based on their age and personality.
Recognizing parents' and children's fluid and evolving roles can lead to more inclusive and effective educational strategies. These insights can inform the development of family-centered CT programs and resources, promoting an approach to CT education beyond traditional classroom settings. Tailoring CT learning activities to accommodate children's varying needs and preferences based on age and personality can enhance the learning experience and outcomes.

Author

• Grace Yaxin Xing, University at Buffalo - SUNY