Asset-Based Computational Thinking in Early Childhood Classrooms: Centering Students' Expertise in a Community of Learners.
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| Title: | Asset-Based Computational Thinking in Early Childhood Classrooms: Centering Students' Expertise in a Community of Learners. |
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| Authors: | Assaf, Lori Czop1 (AUTHOR) lassaf@txstate.edu, Justice, Sean1 (AUTHOR) |
| Source: | Early Childhood Education Journal. Dec2025, Vol. 53 Issue 8, p2949-2960. 12p. |
| Subject Terms: | *Early childhood education, *Learning communities, *Teaching methods, *Digital literacy, *Educational technology, *Self-efficacy in teachers, Capacity building |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| 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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10823301 |
| DOI: | 10.1007/s10643-024-01825-3 |
