Pathways to inclusive early childhood computational thinking education
Unveiling young students’ strategies with multiple representations
Bibliographic Data
| ID | 21744159 |
|---|---|
| Authors | Kristina M Tank (0000-0001-9011-2273, Iowa State University, corresponding author), Tamara J Moore (0000-0002-7956-4479, Purdue University West Lafayette), Anne Ottenbreit-Leftwich (0000-0002-4055-314X, Indiana University Bloomington), Zarina Wafula (0000-0002-2771-0016, Iowa State University), Lin Chu (0000-0002-4148-8554, Indiana University Bloomington), Sohheon Yang (0009-0003-8339-696X, Indiana University Bloomington) |
| Year | 2025 |
| Volume | 57 |
| Issue | 1 |
| Pages | 2-25 |
| Publication date | 2025-01-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Research on Technology in Education (JOURNAL) |
| Journal identifiers | ISSN: 1539-1523 • E-ISSN: 1945-0818 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15391523.2024.2410194 |
| OpenAlex | W4403275716 |
| Language | EN |
| Citations received | 3 |
| References cited | 40 |
This study investigates the integration of computational thinking (CT) into early elementary literacy, focusing on kindergarten to second grade students, using multiple representations to understand their ideas of CT. Through clinical task-based interviews with 12 students, we found that concrete manipulatives, pictorial/graphical representations, and language-based strategies were key to facilitating CT comprehension. The findings indicate no significant gender differences in CT engagement, and instead we need to emphasize the need for inclusive, multi-representational teaching methods in early education. By using multiple representations, we may be able to nurture early STEM interest and confidence in computer science and related fields
Computational Thinking · Mathematics education · Pedagogy · Teaching method · Computer Science · Educational Games and Gamification · Innovative Teaching and Learning Methods · Psychology · Teaching and Learning Programming
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Math–Gender Stereotypes in Elementary School Children
The Effect of a Classroom-Based Intensive Robotics and Programming Workshop on Sequencing Ability in Early Childhood
Gender stereotypes about interests start early and cause gender disparities in computer science and engineering
Problem solving by 5–6 years old kindergarten children in a computer programming environment
Elementary Students’ First Approach to Computational Thinking and Programming
Robot programming intervention for promoting spatial relations, mental rotation and visual memory of kindergarten children
A K-6 computational thinking curricular framework
Influences of Gender and Socioeconomic Status on Children’s Use of Robotics in Early Childhood Education
Computational thinking through unplugged activities in early years of Primary Education
Learning to code and the acquisition of computational thinking by young children
The case for alternative endpoints in computing education
Toward a Theory of Instruction
Racial Justice Amidst the Dangers of Computing Creep
An exploration of robot programming as a foundation for spatial reasoning and computational thinking in preschoolers’ guided play
Gender equity and motivational readiness for computational thinking in early childhood
| Citations per year | 1.5 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |