Playful programming, Social Resilience, and Persistent Actions as Drivers of Preservice Early Childhood Teachers’ Engagement in Computer Science

Dados Bibliográficos

ID16911706
AutoresChanMin Kim (0000-0001-9383-8846, Pennsylvania State University, autor correspondente), Brian R Belland (0000-0002-8925-9152, Pennsylvania State University), LUCAS VASCONCELOS (0000-0001-9074-203X, University of South Carolina), Roger B Hill (0000-0002-9402-5676, University of Georgia)
Ano2024
Volume14
Fascículo4
Data de publicação2024-10-01
Open AccessSim
TipoARTICLE
PeriódicoSAGE Open (JOURNAL)
Identificadores do periódicoISSN: 2158-2440 • E-ISSN: 2158-2440
EditoraSAGE Publications (PUBLISHER • US)
DOI10.1177/21582440241284488
OpenAlexW4404221469
IdiomaEN
Citações recebidas2
Referências citadas101

In this qualitative study, preservice early childhood education teachers created block-based code to control robots and used the robots in field experience at local preschools. The study is grounded in a conceptual framework that weaves together playful programing and resilience, interlocking concepts that can explain sustained engagement during times of challenge. We investigated how and why preservice early childhood teachers exhibit resilience during collaborative programing. We analyzed their debugging processes, reflections, and interviews using a phenomenological lens. We conducted open and axial coding and analysis of discourse and actions during debugging episodes. Results suggest that teachers exhibited resilience due to the following three reasons: through playful coding, preservice early childhood teachers (a) learned that computer science is approachable and fun, (b) engaged in adaptive attribution, and (c) engaged in joint celebration when they observed each other’s successes during collaborative tinkering. These findings provide potential insights for teacher learning of computing but also for novices learning to program

Developmental psychology · Mathematics education · Pedagogy · Psychological resilience · Child Development and Digital Technology · Psychology · Social Psychology · Teaching and Learning Programming · Youth Development and Social Support

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