Educator Observations of Computational Thinking Skills During Children's Play

• In Event: Preparing Computationally Literate Teacher Educators: A Professional Development Approach

Abstract

Objectives
Computational thinking (CT) is rapidly becoming a desired skill for our youngest learners, but also an essential tool for educators in early childhood education (ECE) classrooms (Lavigne et al., 2020; Sykora, 2021). Yet there is little research on CT in ECE and even less focused on CT during play-based learning. Principles of child development and the Developmentally Appropriate Practice framework (NAEYC, 2020) indicate that the best way to promote children’s optimal development and learning in the first eight years is through a strengths-based, play-based approach. Reflecting upon these two stances, this study examined educators’ observations of CT skills during children’s play.

Perspectives
CT is an approach to problem-solving that could be advanced both with and without technology (Lavigne et al, 2020; Wing, 2006). This is important given concerns around the negative impacts of increased screen time in the early years (NAEYC & the Fred Rogers Center for Early Learning and Children’s Media, 2012). Further, CT should not be another “to do” for teachers, because it is a set of skills that most are already building in their classrooms, although they may not be aware of it (CSTA & ISTE, 2011). To this end, this study aimed to expose CT skills during play, making educators aware of their presence.

Methods
In Spring 2021, 30 ECE educators/graduate students participated in a CT module as part of a 6-week long course in an online, cohort-based ECE Master of Education (M.Ed.) program. Following a pre-survey in week 3, participants conducted an observation of two or more children between the ages of 3-8 while playing. Children have chosen what to play and what to play with. While they observed, participants documented what they saw in a reflective observational narrative. Next, they worked through the CT module. The module was designed to quickly, but effectively, introduce CT in relation to course learning objectives, and included an instructor generated video and resources already available online (see Tables 1 and 2). After completing the CT module, participants analyzed their narratives reflecting on what they observed using the CT Activity Form (Appendix 1).

** Tables 1 and 2 **

Data Sources
A pre-survey was used to collect data about educators’ teaching experience and awareness of CT. The CT Activity Form was used to collect observational narratives and record which CT skills were observed based on each participant’s analysis.

Results
Preliminary results indicated that while most educators did not have prior CT knowledge, they were able to use their narratives to identify which skills they observed. Based on their analyses of observational narratives (see Table 3), most participants confidently concluded they observed algorithms, patterns, and deconstruction in the children’s play while many were less certain that they observed abstraction.

** Table 3 **

Scholarly Significance
This study demonstrates the prevalence of CT skills in young children’s natural play. It supports the assertion that technology is not a required component of CT and the findings suggest that preparing educators to integrate CT skills into their classrooms can apply methods they are already using (e.g., play, observation, reflection).

Author

• Jade Burris, West Chester University of Pennsylvania