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Coding Stories: Reconceptualizing Computational Thinking in Early Childhood Education
Fri, April 9, 12:20 to 1:20pm EDT (12:20 to 1:20pm EDT), SIG Sessions, SIG-Science Teaching and Learning Roundtable SessionsAbstract
This study investigated the effects of implementing coding to stories (CTS) activities. CTS was implemented as a station in a preschool classroom for two weeks. The participants in this study were 12 preschoolers (average age: 4.2 years) composed of 7 boys and 5 girls. Children’s discourses and work samples were recorded and analyzed using the computational thinking framework (shown in Computational Science Teachers’ Association [CSTA]) involving four skills: decomposition, pattern recognition, abstraction, and algorithms. The results showed that the majority of children’s discourses were associated with algorithms. Some were found to reflect abstraction.