Designing Inclusive Computational Thinking Learning Trajectories for the Youngest Learners
Bibliographic Data
| ID | 22047717 |
|---|---|
| Authors | Shannon Stark Guss (0000-0003-1531-5868, University of Denver, corresponding author), Douglas H Clements (0000-0003-1800-5099, University of Denver, corresponding author), Elica B Sharifnia (0000-0003-0703-3780, SRI International), Julie Sarama (0000-0003-1275-6916, University of Denver), Adam L Holland (0000-0002-1952-7190, University of North Carolina at Chapel Hill), Chih-Ing Lim (0000-0003-3313-1405, University of North Carolina at Chapel Hill), Megan Vinh (0000-0003-4812-2878, University of North Carolina at Chapel Hill) |
| Year | 2024 |
| Volume | 14 |
| Issue | 7 |
| Pages | 733 |
| Publication date | 2024-07-04 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14070733 |
| OpenAlex | W4400318382 |
| Language | EN |
| Citations received | 5 |
| References cited | 53 |
Foundational thinking for later use of technology, particularly coding, is necessary for an inclusive and sustainable future. Inclusive practices beginning in early childhood recognize children’s innate development of computational thinking—sequencing, repetition and looping, debugging, decomposing and composing, representation, and causality. This qualitative research describes processes of developing and evaluating hypothesized developmental progressions. Inclusive engagement of children with and without disabilities is described in examples for each level of each developmental progression. Implications for teaching and learning with inclusive practices are described for children with and without disabilities
Cognitive science · Computational Thinking · Debugging · Mathematics education · Pedagogy · Sociology · Autism Spectrum Disorder Research · Computer Science · Psychology · Teaching and Learning Programming
Empirical insights into the influence of ChatGPT-facilitated programming on primary learners’ performances
From Picturebook to Code
Designing Inclusive Computational Thinking Learning Trajectories for the Youngest Learners
Measuring Children’s Computational Thinking and Problem-Solving in a Block-Based Programming Game
Balancing Promise and Peril
Early Childhood Mathematics Education Research
The construction of reality in the child.
Measuring Early Care and Education Quality
Changing a Generation’s Way of Thinking
Computational thinking and thinking about computing
Visual statistical learning in infancy
Computational thinking and tinkering
Designing Inclusive Computational Thinking Learning Trajectories for the Youngest Learners
STEM for Inclusive Excellence and Equity
The cognitive effects of computational thinking
Learning to code and the acquisition of computational thinking by young children
Technology and early mathematics skills
Promoting understanding of measurement and statistical investigation among second-grade students with mathematics difficulties
Toddlers learn and flexibly apply multiple possibilities
Design and Implementation of the Game-Design and Learning Program
Robotics to develop computational thinking in early Childhood Education
Computational thinking in early childhood education
Effectiveness of the Building Blocks program for enhancing Ecuadorian kindergartners’ numerical competencies
Blickets and babies
Learning Trajectory Based Instruction
Computational Thinking in K–12
| Citations per year | 2.5 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |