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This content will become publicly available on May 27, 2025

Title: Investigating Sequencing as a Means to Computational Thinking in Young Children
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.  more » « less
Award ID(s):
2122736 2122785 2122742
PAR ID:
10516546
Author(s) / Creator(s):
; ; ; ; ; ; ;
Publisher / Repository:
International Journal of Computer Science Education in Schools
Date Published:
Journal Name:
International Journal of Computer Science Education in Schools
Volume:
6
Issue:
3
ISSN:
2513-8359
Page Range / eLocation ID:
66-77
Subject(s) / Keyword(s):
Computational thinking early childhood education unplugged activities
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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