Improving Parents/Caregivers Confidence in Computational Thinking Through Family-Based Activities

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

Abstract

Overview
Extensive research has shown the importance of developing young children’s computational thinking (CT) skills (Su & Yang, 2023), but there is limited research on CT learning in families. Research on family-based STEM learning has found improved learning outcomes and increased interest in STEM subjects (Ainley & Ainley, 2011; Roubeni, 2018) and integration of cultural practices and values (Suh et al., 2021). In this project, we describe initial results of family-based “unplugged” CT activities developed in connection with the Work It Out Wombats! an animated series on PBS KIDS. The project included a portable CT “pop-up” exhibit where PBS stations could engage families with children ages 4-6 with CT learning in settings including libraries, social service agencies, and farmers markets (Figure 1). It included a take-home “playtime kit” which included “mini” versions of the pop-up activities and an activity guide for parents/caregivers (Figure 2). Families had opportunities to engage with CT skills such as sequencing, abstraction, decomposition, and cause/effect, Our research questions were: (1) To what extent do these activities facilitate intergenerational CT learning and (2) do parents/caregivers report changes in confidence to support their child’s CT learning?
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Theoretical Framework
We drew on the concepts of guided play (Weisberg et al., 2013), community-based spaces (Baldridge et al., 2017), and family- and community- funds of knowledge (Moll et al., 2006).

Methods and Data
We partnered with PBS stations in 10 U.S. communities to pilot the materials. Stations hosted multiple free pop-up events in different locations in their community. Post-activity surveys were collected at the exhibit from parents/caregivers attending the events (N = 210). Stations also distributed playtime kits to families at the pop-up events and participants were offered incentives for participating in pre- and post-surveys and weekly implementation logs (N = 85).

Findings
Our preliminary findings suggest that the activities promoted intergenerational learning experiences around CT. For both the pop-up and playtime kits, parents/caregivers reported that these activities provided opportunities for them to play with their child, helped their child try out new skills, and learn more about computational thinking (Figure 3).

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The study also found some promising evidence about changes in parent/caregiver confidence around teaching CT. After several weeks of engaging with the activities with their child, parents/caregivers were significantly more likely to agree that they “know how to support my child with computational thinking” (p = 0.014) and marginally significantly more likely to report that “it would be easy for me to help my child with computational thinking” (p = 0.053).

Scholarly Significance
As CT becomes increasingly important in early childhood education, it is important to consider how families might engage together in CT learning. This study provides promising evidence about using intergenerational learning activities to improve parents/caregivers’ understanding of CT and to facilitate CT learning experiences for young children.

Authors

• Joshua Littenberg-Tobias, GBH

• Kensy Jordan, GBH

• Mary A. Haggerty, WGBH Educational Foundation