Teaching computational thinking to children in head start classrooms: Results from a randomized controlled trial.
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| Title: | Teaching computational thinking to children in head start classrooms: Results from a randomized controlled trial. |
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| Authors: | Doss, Christopher1 (AUTHOR) cdoss@rand.org, Pane, John F.1 (AUTHOR), Jones, Victoria2 (AUTHOR) |
| Source: | Early Childhood Research Quarterly. 2026 3rd Quarter, Vol. 76, p445-467. 23p. |
| Subject Terms: | *Computational thinking, *Head Start programs, *Curriculum planning, *Mathematical ability, *Early childhood education, *Teacher training, *Educational equalization, Research protocols |
| Company/Entity: | Head Start Program (U.S.) |
| Abstract: | • Prekindergarten teachers taught a novel computational thinking curriculum. • The curriculum was a short-term supplement to traditional instruction. • The curriculum increased child performance on a computational thinking assessment. • Effects were seen in most assessment domains and for most subgroups of children. • Effects were seen in math skills as measured by formative assessments. Despite efforts to broaden participation in computer science and its related fields, there exist stark disparities in participation in computer related fields by gender, race/ethnicity, and socio-economic status. One approach to combat these disparities is to expose children to computing concepts early, to provide them with the foundational skills needed to be successful in later courses. This article reports on the results of a randomized controlled trial evaluation of a novel curriculum that teaches computational thinking (CT) skills to children ages three through five in Head Start classrooms. We find that the curriculum improved child performance on a validated CT assessment by a significant 0.66 standard deviations (SDs), equivalent to moving the median control group student to the 75th percentile had they been exposed to the curriculum. Effects of similar magnitude were seen for most domains of the CT assessment and subgroups of children. In a subset of children for whom we were able to obtain Head Start formative assessments, we saw the curriculum improved teacher ratings of math development by a significant 0.36 SDs but it had no effect on literacy or social-emotional development. Though we were underpowered to detect effects on teacher outcomes, survey results indicate that the curriculum may improve teacher confidence and knowledge in teacher CT skills, especially for novice and assistant teachers. These results indicate that prekindergarten can be an opportune time to start addressing disparities by teaching foundational computing skills and that a supplemental, short-term curriculum can produce measurable gains in children's CT knowledge. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Childhood Research Quarterly is the property of Elsevier B.V. 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 |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194296353 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Teaching computational thinking to children in head start classrooms: Results from a randomized controlled trial. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Doss%2C+Christopher%22">Doss, Christopher</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> cdoss@rand.org</i><br /><searchLink fieldCode="AR" term="%22Pane%2C+John+F%2E%22">Pane, John F.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Jones%2C+Victoria%22">Jones, Victoria</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Research+Quarterly%22">Early Childhood Research Quarterly</searchLink>. 2026 3rd Quarter, Vol. 76, p445-467. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Computational+thinking%22">Computational thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Head+Start+programs%22">Head Start programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematical+ability%22">Mathematical ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br /><searchLink fieldCode="DE" term="%22Research+protocols%22">Research protocols</searchLink> – Name: SubjectCompany Label: Company/Entity Group: Su Data: <searchLink fieldCode="DE" term="%22Head+Start+Program+%28U%2ES%2E%29%22">Head Start Program (U.S.)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: • Prekindergarten teachers taught a novel computational thinking curriculum. • The curriculum was a short-term supplement to traditional instruction. • The curriculum increased child performance on a computational thinking assessment. • Effects were seen in most assessment domains and for most subgroups of children. • Effects were seen in math skills as measured by formative assessments. Despite efforts to broaden participation in computer science and its related fields, there exist stark disparities in participation in computer related fields by gender, race/ethnicity, and socio-economic status. One approach to combat these disparities is to expose children to computing concepts early, to provide them with the foundational skills needed to be successful in later courses. This article reports on the results of a randomized controlled trial evaluation of a novel curriculum that teaches computational thinking (CT) skills to children ages three through five in Head Start classrooms. We find that the curriculum improved child performance on a validated CT assessment by a significant 0.66 standard deviations (SDs), equivalent to moving the median control group student to the 75th percentile had they been exposed to the curriculum. Effects of similar magnitude were seen for most domains of the CT assessment and subgroups of children. In a subset of children for whom we were able to obtain Head Start formative assessments, we saw the curriculum improved teacher ratings of math development by a significant 0.36 SDs but it had no effect on literacy or social-emotional development. Though we were underpowered to detect effects on teacher outcomes, survey results indicate that the curriculum may improve teacher confidence and knowledge in teacher CT skills, especially for novice and assistant teachers. These results indicate that prekindergarten can be an opportune time to start addressing disparities by teaching foundational computing skills and that a supplemental, short-term curriculum can produce measurable gains in children's CT knowledge. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Childhood Research Quarterly is the property of Elsevier B.V. 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.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1016/j.ecresq.2026.04.010 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 445 Subjects: – SubjectFull: Computational thinking Type: general – SubjectFull: Head Start programs Type: general – SubjectFull: Curriculum planning Type: general – SubjectFull: Mathematical ability Type: general – SubjectFull: Early childhood education Type: general – SubjectFull: Teacher training Type: general – SubjectFull: Educational equalization Type: general – SubjectFull: Research protocols Type: general – SubjectFull: Head Start Program (U.S.) Type: general Titles: – TitleFull: Teaching computational thinking to children in head start classrooms: Results from a randomized controlled trial. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Doss, Christopher – PersonEntity: Name: NameFull: Pane, John F. – PersonEntity: Name: NameFull: Jones, Victoria IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: 2026 3rd Quarter Type: published Y: 2026 Identifiers: – Type: issn-print Value: 08852006 Numbering: – Type: volume Value: 76 Titles: – TitleFull: Early Childhood Research Quarterly Type: main |
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