Co-constructing Computational Thinking in Early Childhood Education: Investigating Dynamics of Co-design between Researchers and Teachers by Epistemic Network Analysis

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Abstract

This study examines dynamic interactions between teachers and researchers in co-designing Computational Thinking (CT) activities for younger children. While the integration of CT into Early Childhood Education (ECE) has drawn growing interest, bridging the gap between theoretical models and practical implementation continues to pose a major challenge. Adopting a co-design in professional learning, this study examines the collaborative efforts between a teacher and researchers using Epistemic Network Analysis during a three-day discussion in eastern China. The results reveal evolving engagement patterns among stakeholders, underscoring the interplay between theoretical expertise and practical experience in co-design processes. These findings enhance our understanding of effective professional development for CT education and offer actionable insights for adapting similar initiatives across diverse cultural settings.

Authors

• Xuechun SHI, University of Hong Kong

• Shuang Wu, East China Normal University

• Zhichun Liu, University of Hong Kong

• Shen Ba, The Education University of Hong Kong