Culturally Sustaining Design in Computational Thinking Education: A Smart Playgrounds Initiative for Latine Children in Santa Ana, California (Poster 38)

• In Event: AERA Poster Session Friday 3:20 p.m.
  In Invited Poster Session: 2025 AERA Undergraduate Fellows Research Poster Fair

Abstract

This research explores the integration of culturally sustaining and culturally situated design into early childhood computational thinking (CT) education through the Smart Playgrounds initiative for the Latine community in Santa Ana, California. The aim is to create interactive, culturally relevant learning environments that foster CT skills while ensuring equitable access to STEM education, particularly for transitional kindergarten (TK), kindergarten, and special needs students.

Using participatory design methodologies, this study involves Latine families, kindergarten teachers, and community members in co-creating a digital prototype of a technology-enhanced playground. Codesign sessions and thematic analysis are employed to integrate cultural values and knowledge into the design process.

Preliminary findings indicate that parents and educators in the community are eager for more ways to connect culturally within the learning environment. Additionally, children have shown significant interest in the initial prototypes, demonstrating engagement with the interactive elements and CT concepts introduced. This suggests that culturally sustaining design not only enhances engagement but also promotes a deeper connection to STEM concepts by incorporating cultural relevance.

Next steps include playtesting the prototype with TK, kindergarten, and special needs students to evaluate usability and educational effectiveness. Based on the feedback, the prototype will be refined to better support diverse learners and foster inclusive, culturally responsive STEM education.

Author

• Victoria Violet Hays, University of California - Irvine