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Computational Thinking in Early Childhood: The State of Our Burgeoning Field
Mon, April 25, 4:15 to 5:45pm PDT (4:15 to 5:45pm PDT), SIG Virtual Rooms, SIG-Technology, Instruction, Cognition & Learning Virtual Paper Session RoomSession Type: Working Group Roundtable
Abstract
While a number of researchers, curriculum designers, app developers, and other practitioners have made computational thinking (CT) a priority for learning during early childhood, we are still generating evidence as to how this early experience can support children’s learning and development later in life. This working group roundtable is intended to foster a discussion of what we know about the development of CT in children, a brainstorm of gaps in our knowledge and the extent to which new projects are addressing those gaps, and a collaborative thinking session to identify critical next steps to further investigate the extent to which early experience supports CT later in life.
Sub Unit
Chair
Papers
Computational Thinking (CT) Meets Young Children: Critical Review of Research on CT in Early Childhood - X. Christine Wang, University at Buffalo - SUNY; Chris Proctor, University at Buffalo - SUNY
Coding in Kindergarten With Screen-Free Tangible Robot Coding Toys - Jody E. Clarke-Midura, Utah State University; Jessica F. Shumway, Utah State University; Deborah Silvis, SUNY - College at Cortland; Victor R. Lee, Stanford University
The Promise of Integrating Computational Thinking Into Literacy and Mathematics Instruction for Preschool Children - Heather Lavigne, Education Development Center, Inc.; Michelle Cerrone, Education Development Center, Inc.; Ashley E. Lewis Presser, Education Development Center, Inc.; Marisa Wolsky, WGBH Educational Foundation; Jillian Orr, WGBH Educational Foundation
Diverse Perspectives on Including Data Science as a Computational Thinking Skill for Young Children - Ashley E. Lewis Presser, Education Development Center, Inc.; Jessica Mercer Young, Education Development Center, Inc.
Contrasting Practices in Computational Thinking Special Education - Tess Levinson, Boston College; Marina U. Bers, Boston College