Creating a Preschool Computational-Thinking Learning Blueprint to Guide the Development of Learning Resources for Young Children

Graphical Abstract

Abstract

As our world increasingly requires its citizens to be able to solve complex problems, the set of skills, knowledge, and competencies that people need to be successful is changing in response. In recent years, one important set of critical skills has come to be known as computational thinking (CT; Sykora 2014). But despite growing consensus around its importance, a universally accepted definition of CT has yet to emerge (for a review in how CT is often defined, see Cansu and Cansu 2019). According to Wing’s (2006) transformative article, “computational thinking involves solving problems, designing systems, and understanding human behavior, by drawing on the concepts fundamental to computer science” (p. 33). Some believe that for problems to be computational, a digital device needs to be involved. Wing proposes, however, that CT is a domain-general approach to problem-solving that can be leveraged by humans with or without the use of a computer. Grover and Pea (2018) draw the parallel that computer science is thinking like a computer, whereas CT is thinking like a computer scientist.

Keywords:

• Early Childhood
• Informal Education

Acknowledgments

This material is based upon work supported by the National Science Foundation (NSF) under Grant No. DRL-1612642. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of NSF. The research and development on the described project was conducted through a partnership between WGBH Educational Foundation and Education Development Center EDC. We extend our heartfelt gratitude to our project advisors, collaborators, and especially our preschool partners: early childhood education centers, parents, and children.

Notes on contributors section

Heather Lavigne ([email protected]) is a research scientist at the Center for Children and Technology at Education Development Center in New York, New York.

Ashley Lewis Presser ([email protected]) is a research scientist at the Center for Children and Technology at Education Development Center in New York, New York.

Deborah Rosenfeld ([email protected]) is a senior research associate at the Center for Children and Technology at Education Development Center in New York, New York.

Marisa Wolsky ([email protected]) is an executive producer in the Children’s Media Department at WGBH Educational Foundation.

Jessica Andrews ([email protected]) is a project director in the Children’s Media Department at WGBH Educational Foundation.

Additional information

Notes on contributors

Heather Lavigne

Heather Lavigne ([email protected]) is a research scientist at the Center for Children and Technology at Education Development Center in New York, New York.

Ashley Lewis Presser

Ashley Lewis Presser ([email protected]) is a research scientist at the Center for Children and Technology at Education Development Center in New York, New York.

Deborah Rosenfeld

Deborah Rosenfeld ([email protected]) is a senior research associate at the Center for Children and Technology at Education Development Center in New York, New York.

Marisa Wolsky

Marisa Wolsky ([email protected]) is an executive producer in the Children’s Media Department at WGBH Educational Foundation.

Jessica Andrews

Jessica Andrews ([email protected]) is a project director in the Children’s Media Department at WGBH Educational Foundation.