Asset-Based Computational Thinking in Early Childhood Classrooms: Centering Students' Expertise in a Community of Learners
Saved in:
| Title: | Asset-Based Computational Thinking in Early Childhood Classrooms: Centering Students' Expertise in a Community of Learners |
|---|---|
| Language: | English |
| Authors: | Lori Czop Assaf (ORCID |
| Source: | Early Childhood Education Journal. 2025 53(8):2949-2960. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 2006595 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Computation, Thinking Skills, Early Childhood Education, Early Childhood Teachers, Summer Programs, Institutes (Training Programs), Faculty Development, Communities of Practice, Achievement Gap, Equal Education, Electronic Learning |
| DOI: | 10.1007/s10643-024-01825-3 |
| ISSN: | 1082-3301 1573-1707 |
| Abstract: | Computational thinking CT is central to computer science, yet there is a gap in the literature on the best ways to implement CT in early childhood classrooms. The purpose of this qualitative study was to explore how early childhood teachers enacted asset-based pedagogies while implementing CT in their classrooms. We followed a group of 28 early childhood educators who began with a summer institute and then participated in multiple professional learning activities over one year. Examining a subset of the larger group, findings illustrate how teachers intentionally created learning communities that empowered students and utilized their expertise to guide CT learning in their classrooms. Teachers recognized that asset-based approaches to CT instruction empowered not just their students but also themselves. By using asset-based CT pedagogies, early childhood teachers can better support students from marginalized communities, reducing achievement gaps and inequities in digital learning. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496689 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Computational thinking CT is central to computer science, yet there is a gap in the literature on the best ways to implement CT in early childhood classrooms. The purpose of this qualitative study was to explore how early childhood teachers enacted asset-based pedagogies while implementing CT in their classrooms. We followed a group of 28 early childhood educators who began with a summer institute and then participated in multiple professional learning activities over one year. Examining a subset of the larger group, findings illustrate how teachers intentionally created learning communities that empowered students and utilized their expertise to guide CT learning in their classrooms. Teachers recognized that asset-based approaches to CT instruction empowered not just their students but also themselves. By using asset-based CT pedagogies, early childhood teachers can better support students from marginalized communities, reducing achievement gaps and inequities in digital learning. |
|---|---|
| ISSN: | 1082-3301 1573-1707 |
| DOI: | 10.1007/s10643-024-01825-3 |
