Stories and Sequences: Supporting Computational Thinking through Literacy in Early Childhood
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| Title: | Stories and Sequences: Supporting Computational Thinking through Literacy in Early Childhood |
|---|---|
| Language: | English |
| Authors: | Hannah R. Thompson (ORCID |
| Source: | Reading Teacher. 2026 79(4). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 5 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 2031394 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Early Childhood Education |
| Descriptors: | Computation, Thinking Skills, Literacy Education, Early Childhood Education, Emergent Literacy, Reading Instruction, Teaching Methods, Computer Assisted Instruction, Young Children, Creative Writing, Childrens Literature, Reading Comprehension, Writing Skills, Computer Science |
| DOI: | 10.1002/trtr.70028 |
| ISSN: | 0034-0561 1936-2714 |
| Abstract: | Early literacy experiences, including reading and writing, serve as meaningful backdrops for teachers in early childhood contexts to support and embed both computational thinking and computer science into classroom instruction. This article shares how interactive in-class instruction that is embedded within rich literacy experiences and computer science concepts allow young children to think deeply about books that are read to them and engage in forms of creative composition. Examples of common children's books are used to demonstrate and provide opportunities for children to develop early comprehension and composition skills that intersect with computational thinking skills and computer science competencies in naturalistic and unplugged classroom contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492050 |
| Database: | ERIC |
| Abstract: | Early literacy experiences, including reading and writing, serve as meaningful backdrops for teachers in early childhood contexts to support and embed both computational thinking and computer science into classroom instruction. This article shares how interactive in-class instruction that is embedded within rich literacy experiences and computer science concepts allow young children to think deeply about books that are read to them and engage in forms of creative composition. Examples of common children's books are used to demonstrate and provide opportunities for children to develop early comprehension and composition skills that intersect with computational thinking skills and computer science competencies in naturalistic and unplugged classroom contexts. |
|---|---|
| ISSN: | 0034-0561 1936-2714 |
| DOI: | 10.1002/trtr.70028 |
