Integrating Computational Thinking in Early Childhood Classrooms: Insights from Teacher-Researchers’ Action Research

• In Event: Exploring Teacher and Family Perspectives on Computational Thinking for Young Children

Abstract

Computational Thinking (CT) is increasingly recognized as a critical skill for early childhood education (ECE) (Bers, 2019). However, integrating CT into preschool classrooms is often hindered by the reliance on expensive programming tools, socio-economic disparities in access to these resources, or teachers’ lack of preparation or instructional strategies (Bers et al., 2022; Lee et al., 2023; McCormick & Hall, 2022). To address these problems, two teacher-researchers (1st and 2nd authors) examined various affordable programming toys and conducted action research to explore strategies of using embodied play to introduce CT concepts and skills to young children. The overarching research question asks: How can teachers effectively use embodied play with affordable programming toys to introduce CT in ECE.
This study is grounded in embodied play pedagogy, which integrates principles of embodied pedagogy and guided play. While embodied pedagogy highlights the critical role of embodied actions in learning and knowledge construction (Nguyen & Larson, 2015), guided play balances free play and direct instruction and facilitates structured play objectives combined with active physical engagement (Weisberg et al., 2013). Embodied play pedagogy engages children in physical play with tangible programming toys to learn abstract CT concepts, skills, and practices in developmentally appropriate ways (Papert, 2020; Silvis et al., 2020).
Following an action research design (Sagor, & Williams, 2016), two teacher-researchers (dual roles of classroom teachers and doctoral students) designed and implemented 6-week long CT sessions at a university-affiliated preschool and in a K-2 summer program at a community center in the low-SES community respectively. These sessions were video recorded and analyzed by employing a multimodal microanalysis approach (Jordan & Henderson, 1995). The analysis focused on critical moments and ways effectively engaged young children in embodied play to learn CT concepts, skills, and practices.
Our preliminary findings show that teachers can integrate intentional kinesthetic activities, like Simon Says, Making a Peanut Butter and Jelly Sandwich, and I Am a Robot, to bridge student understanding of foundational CT concepts like sequences, loops, events, conditionals, and data. Specifically, teachers used songs, chants, and rhymes to pique students’ interests and introduce abstract CT concepts into their daily play. During interactions with CT toys, students were encouraged to revisit familiar songs, mimic robot facing/movement, engage in experimentation and discussion throughout a trial and error process. Furthermore, by encouraging children to craft their own narratives during play and actively revoicing their ideas, teachers can help them establish meaningful connections to abstract CT concepts and empower them with a sense of agency. In line with embodied play pedagogy, teachers assessed the developmental profiles and situational contexts of children to adjust activities to optimize learning outcomes.
This research highlights the practicality and effectiveness of using embodied play to introduce preschoolers to CT, reducing the reliance on specialized educational toys. By demonstrating that CT can be effectively taught using embodied play, the study provides valuable insights for educators looking to incorporate these skills into preschool curricula affordably. Our research advocates for a broader adoption of low-cost materials and creative play-based strategies for CT in ECE.

Authors

• Grace Yaxin Xing, University at Buffalo - SUNY

• Alice Cady, University at Buffalo - SUNY

• X. Christine Wang, University at Buffalo - SUNY