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1. Culturally Responsive Computing: Extending Theory to Early Childhood Educational Contexts

   Larsen, J; Parker, B; Harper, F; Caudle, L; Sadovnik, A; Quinn, M (March 2023, Proceedings of Society for Information Technology & Teacher Education International Conference)

   Langran, E (Ed.)

   A growing movement towards expanding computer science education in K-12 has broadened gaps in computing opportunities along lines of race, ethnicity, class, and gender. Emergent theories and practices related to culturally responsive computing show promise in addressing this gap; however, little is known about engaging culturally and linguistically diverse preschoolers in computer science. The current study utilized qualitative content analysis to explore how an extant theory of Culturally Responsive Computing aligns with an early childhood culturally relevant robotics curriculum. Findings suggest that while the assumptions of culturally responsive computing were evident throughout the curriculum, there are several key considerations when extending the theory to early childhood contexts. Overarching themes included (1) emphasizing the value of non-digital tools and activities and (2) aligning the goals of culturally responsive computing with children’s current level of social development. 

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2. Centering teacher and parent voice to realize culturally relevant computational thinking in early childhood

   Frances K. Harper, Lori A. (January 2023, Early childhood research quarterly)

   The specific mechanisms by which teachers and parents can provide culturally relevant opportunities for computational thinking for racially/ethnically and linguistically diverse groups of preschoolers remain unknown. Accordingly, the purpose of this research is to examine how PreK parent and teacher voice directed efforts to realize a culturally relevant computing program. We drew data sources from a subsample of design-based research meetings in which partners collaborated to co-develop the first iteration of the program. Using qualitative analysis, we examined how parent voice and teacher voice, conceptualized as perspectives and participation, influenced theories of culturally responsive computing and computational thinking in early childhood education and the translation of theory into practice in classroom and home settings. Findings showed that connecting powerful ideas from computational thinking, namely algorithms and problem solving (e.g., debugging), to familiar activities and experiences served as a powerful entry point. Yet, differences arose in how teachers and parents conceptualized culturally relevant computing and made connections to familiar routines. We discuss what can be learned from parent voice in regards to bolstering children's self-expression, access to increasingly complex computational thinking tasks, and opportunities for learning cultural and community values through computing. 

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3. Investigating Sequencing as a Means to Computational Thinking in Young Children

   https://doi.org/10.21585/ijcses.v6i3.192  

   Tank, Kristina M; Ottenbreit-Leftwich, Anne; Moore, Tamara J; Yang, Sohheon; Wafula, Zarina; Kim, Jiyoung; Fagundes, Bárbara; Chu, Lin (May 2024, International Journal of Computer Science Education in Schools)

   Within the field of K-2 CS education, unplugged computational thinking (CT) activities have been suggested as beneficial for younger students and shown to impact young students’ skills and motivation to learn about CS. This study sought to examine how children demonstrate CT competencies in unplugged sequencing tasks and how children use manipulatives to solve unplugged sequencing tasks. This case study approach examined two unplugged sequencing tasks for six children ranging from ages four to seven (pre-kindergarten to 2nd grade). Children showed evidence of several CT competencies during the sequencing tasks: (1) pattern recognition, (2) algorithms and procedures, (3) problem decomposition, and (4) debugging. The strategies and use of manipulatives to showcase CT competencies seemed to evolve in complexity based on age and developmental levels. Taking into account children’s abilities to demonstrate CT competencies, this study suggests that sequencing is a developmentally appropriate entry point for young children to begin engaging in other CT competencies. In addition, these unplugged sequencing tasks can also be easily integrated into other activities commonly experienced in early childhood classrooms. 

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4. Embracing Culturally Relevant Computational Thinking in the Preschool Classroom: Leveraging Familiar Contexts for New Learning

   https://doi.org/10.1007/s10643-023-01581-w  

   Quinn, Margaret_F; Caudle, Lori_A; Harper, Frances_K (October 2023, Early Childhood Education Journal)

   Abstract Computational thinking (CT) is an important twenty-first century skill that begins developing early. Recent interest in incorporating early CT experiences in early childhood education (i.e., preschool) has increased. In fact, the early years mark an important time during which initial competencies are acquired, interest and motivation begins to form, and in which children may develop a sense of belonging in STEM fields. As a result, providing children with access to robotics and computer science experiences to support CT that are also developmentally appropriate and culturally relevant is key. This paper uses the “powerful ideas” of computer science, seven developmentally appropriate CT concepts that children can learn, as a framework and explores the experiences of two (composite) teachers who participated in and co-developed a culturally relevant robotics program and the processes they undertake to support children’s CT development and learning. This paper considers practices that support the seven key powerful ideals while leveraging existing instructional routines and contexts that are already occurring in most classrooms, such as centers, small group activities, classroom environments, and read-alouds. Of note, this paper prioritizes approaches that acknowledge, center, and feature the ethnic, cultural, and linguistic backgrounds of young children and their families. Identifying affordable and accessible practices, this paper provides educators with tangible, integrated, and authentic practices to support children’s computational thinking, STEM learning, and sense of belonging. 

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5. Co-Constructing and Sharing STEAM Knowledge through a Culturally Relevant Literacy-Based Early Childhood School-University Partnership

   Caudle, Lori; Harper, Frances K.; Quinn, Margaret; Greene, Darelene (January 2021, Proceedings of the 2nd International Conference of the Journal Scuola Democratica)

   null (Ed.)

   Through school-university partnerships that situate learning within culturally relevant educational experiences, faculty, preservice teachers, and school-based educators are able to co-construct and share scientific knowledge. This knowledge consists of pedagogical content knowledge and funds of knowledge that include both knowledge and skills developed in cultural context that have evolved historically. In early childhood education, culturally relevant Science, Technology, Engineering, Arts, and Mathematics (STEAM) learning experiences are particularly important for young children's cognitive and social emotional development. This paper describes how intentional co-planning and collaboration to celebrate the US Read across America Day provided over 100 preschool children in eight classrooms with access to STEAM lessons virtually led by university preservice teachers in partnership with educators in the school. These activities engaged children in exploring art, computer science, physical science, engineering, and mathematics within the context of a culturally relevant version of the fairy tale Goldilocks and the Three Bears. Lessons implemented as part of school-university partnerships support Black and Latinx children's development of a sense of belonging in STEAM. Further, these experiences enhance teacher candidates' abilities to engage in culturally responsive STEAM teaching while receiving ongoing guidance and education from university faculty and school-based educators. Teacher education programs within higher education institutions should embrace school- university partnerships as contexts for the development of shared scientific knowledge and discourse since the benefits are twofold. First, children and teachers gain access to, and engage with, innovative STEAM experiences. Second, preservice teachers learn culturally relevant research-based instructional strategies through university coursework situated in authentic learning experiences; thus, their learning as teacher candidates is enhanced through planning, implementation, evaluation, and critical reflection. 

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