Storytelling in ScratchJr: Integrating Computational Thinking and Writing in Early Childhood Classrooms

• In Event: AERA Roundtable Session Wednesday 7:45 am - Gold 2
  In Roundtable Session: Computational Thinking Assessment and Learning Across K-12

Abstract

This study examines the impact of a narrative coding program that integrates computational thinking (CT) and writing instruction in a first- and second-grade classroom. Grounded in constructionist learning theory and early writing development models, the program engages children in creating personal narratives through ScratchJr animation and written storytelling. Using a mixed-methods case study design, data were collected through pre/post assessments, writing samples, ScratchJr artifacts, observations, and interviews. Findings indicate significant growth in CT skills, particularly in representation and sequencing, as well as improved writing in areas such as event sequencing, detail elaboration, and sentence structure. The study offers a developmentally appropriate, interdisciplinary approach to CT integration in early childhood, highlighting its potential to support equity, engagement, and expressive learning across modalities.

Authors

• Jiyoung Kim, California State Polytechnic University - Pomona

• Daniel J. Castner, Indiana University

• Curtis J. Bonk, Indiana University