Teacher's Role in Fostering Preschoolers' Computational Thinking: An Exploratory Case Study

Autor/inn/en	Wang, X. Christine; Choi, Youngae; Benson, Keely; Eggleston, Corinne; Weber, Deborah
Titel	Teacher's Role in Fostering Preschoolers' Computational Thinking: An Exploratory Case Study
Quelle	In: Early Education and Development, 32 (2021) 1, S.26-48 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, X. Christine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1759012
Schlagwörter	Teacher Role; Teacher Student Relationship; Preschool Children; Preschool Teachers; Skill Development; Thinking Skills; Developmentally Appropriate Practices; Problem Solving; Troubleshooting; Programming; Robotics; Toys; Scaffolding (Teaching Technique); Modeling (Psychology); Technology Integration; Cooperative Learning; Communication Skills; Persistence + Suchen Sie Ihr Suchwort? Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Kompetenzentwicklung; Qualifikationsentwicklung; Denkfähigkeit; Entwicklungsbezogene Bildung; Problemlösen; Störfall; Programmierung; Robotertechnik; Toy; Spielzeug; Modeling; Modelling; Modellierung; Kooperatives Lernen; Kommunikationsstil; Ausdauer
Abstract	Research Findings: Computational thinking (CT), which is defined as the systematic analysis, exploration, and testing of solutions to open-ended and often complex problems, is an important skill to foster in early childhood. However, little is known about teachers' role in fostering CT in early childhood classrooms. To address this gap, we conducted an exploratory case study to investigate how an exemplary teacher supported preschoolers' CT learning in developmentally appropriate ways using an interactive programmable toy. We video recorded 12 weekly sessions of a small group of children and employed a hybrid approach--combining open coding and a priori coding based on standard definitions of CT--to analyze the data. Using one "telling" session to illustrate the findings, we discuss how the teacher employed a range of scaffolding strategies to support CT practices (e.g., problem reformation/decomposition, systematic testing, and debugging) and CT perspectives including communication, collaboration, and perseverance. Practice or Policy: Findings underscore the importance of providing professional support for teachers to engage preschoolers in CT learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01