Culturally Relevant Computing for Young Children: A Conceptual Analysis

• In Event: Computing and Robotics in Early Education

Abstract

Despite the proliferation of programs and research supporting early childhood computer science (CS) opportunities, limited work has specifically developed conceptual and theoretical framing for understanding early childhood CS from a culturally relevant lens. This study conceptualizes a framework for CS education specifically for Black and Latine children. Using a qualitative synthesis approach and conceptual analysis of extant literature, the emerging framework draws together (1) culturally relevant CS education undergirding research with older students and (2) developmentally appropriate CS education framing the work in preschool contexts but without a specific focus on Black and Latine children. The resulting framework can inform research and provides a model to promote and foster computational thinking and sense of belonging in CS for young children.

Authors

• Frances K Harper, The University of Tennessee

• Lori Caudle, The University of Tennessee - Knoxville

• Margaret Quinn, University of Tennessee - Knoxville

• Tabatha Rainwater, The University of Tennessee - Knoxville

• James Larsen, The University of Tennessee - Knoxville

• Darelene Greene, Knox County Public Schools

• Charles Edward Flowers, University of Tennessee - Knoxville

• Amir Sadovnik, The University of Tennessee - Knoxville