Anchoring Preschool Computational Experiences In Computational Literacy: Extending And Evolving Computational Thinking Into Computational Literacy For Pre-K

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

Abstract

PreK computational literacy presents an opportunity to diversify participation among traditionally marginalized populations. Kafai and Proctor (2021) argue that a comprehensive framework of computational literacies, rather than computational thinking, underscores the importance of computing within K–12 educational objectives and addresses unresolved issues.
The authors discuss several weaknesses of using cognitive framing of computational thinking. One limitation is that cognitive framing views student learning outcomes in individualistic terms, paying little attention to how learning is embedded in social/cultural contexts. Learners from non-dominant communities develop along racialized, gendered, and class-influenced pathways, which are critical to disciplinary identity development and navigation of social worlds. By focusing primarily on individual skills and knowledge acquisition, cognitive framing fails to consider the pragmatic, sociocultural, and political dimensions to address critical aspects of inequities caused or exacerbated by the societal impact of computing.
The evolution from computational thinking to computational literacies must continue when introducing concepts, practices, and framings from computer science and computational thinking for PreK students. Due to their developmental stage, PreK students engage primarily in concrete, experiential, social-emotional learning rather than abstract cognitive tasks (Immordino-Yang & Damasio, 2007;Schmidt, 2017). This developmental reality challenges the cognitive framing's emphasis on individual problem-solving skills and knowledge, which may not align with how young children learn best. PreK students learn effectively through play, social interaction, and engaging with their immediate environment, all deeply embedded in their social and cultural contexts (Singer et al., 2006). This necessitates a framework that acknowledges and integrates these emotional and social dimensions. Integrating SEL into computational literacy ensures that learning experiences are developmentally appropriate. Activities that incorporate social interaction, collaboration, and emotional engagement help young children form foundational computational concepts and practices that resonate with their developmental stage.
Including SEL in computational literacy helps create a positive and supportive learning environment. It encourages children to engage with computational concepts and practices through play, creativity, and social interaction, fostering a sense of belonging and motivation (Berhenke, 2013; Getty et al., 2021). This approach complements situated computational literacy, emphasizing identity, participation, and creative expression.
Introducing SEL alongside computational literacy at an early age lays a strong foundation for future learning. Children who develop social-emotional skills such as empathy, collaboration, and resilience are better equipped to engage with more complex computational concepts. Early exposure to the idea that technology affects the world around them fosters an awareness that will deepen with time.
Extending Kafai and Proctor's approach to include SEL addresses the limitations of the cognitive dominance of computational thinking and aligns computational literacy with the developmental needs of PreK students. This comprehensive approach ensures that young learners receive a holistic education that supports their cognitive, social, and emotional growth, preparing them for future engagement with computational thinking in meaningful, culturally relevant ways.
Integrating social-emotional learning into Kafai and Proctor's framework for computational literacy acknowledges the affective dominance in PreK students' learning and creates a supportive, developmentally appropriate environment. This extension not only addresses the limitations of cognitive framing but also fosters lifelong engagement with computational literacy.

Author

• Noel Kuriakos, University of Maryland