Integrating computational thinking practices into early childhood education in culturally responsive ways: Insights from research–practice partnership
Abstract The study examines the research–practice partnership (RPP) model aimed at co‐constructing and integrating computational thinking (CT) in culturally responsive (CR) ways within early childhood and elementary (PreK‐5) classrooms, focusing on teachers' RPP experiences. Recent research und...
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| Format: | Article |
| Language: | English |
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Wiley
2024-12-01
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| Series: | Future in Educational Research |
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| Online Access: | https://doi.org/10.1002/fer3.49 |
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| _version_ | 1832086417323327488 |
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| author | Jeanne Hubelbank Mia Dubosarsky Shakhnoza Kayumova Tiffany Davis Nea Sann Shawn Fortin Gillian Smith |
| author_facet | Jeanne Hubelbank Mia Dubosarsky Shakhnoza Kayumova Tiffany Davis Nea Sann Shawn Fortin Gillian Smith |
| author_sort | Jeanne Hubelbank |
| collection | DOAJ |
| description | Abstract The study examines the research–practice partnership (RPP) model aimed at co‐constructing and integrating computational thinking (CT) in culturally responsive (CR) ways within early childhood and elementary (PreK‐5) classrooms, focusing on teachers' RPP experiences. Recent research underlines the importance of integrating CT in early childhood and elementary education, demonstrating that culturally, linguistically, and developmentally responsive computational activities in PreK‐5 settings are key to such efforts. However, there is a gap in research regarding effective professional development models that would prepare early childhood teachers in terms of both disciplinary ideas and practices of CT, as well as attending to cultural, linguistic, and developmental differences in young children in asset‐based ways. Our research contributes to this body of knowledge by examining how RPP can be a model for teacher learning in which teachers, administrators, and researchers can co‐develop knowledge and confidence in integrating CT into the PreK‐5 teaching curriculum and practices in CR ways. The study outlines the collaborative development of processes and frameworks co‐constructed by the RPP educators, as well as teacher‐developed curricular materials and lesson plans integrating CT in CR ways. Findings include teachers' experience of these lessons and teacher insights about the support needed to incorporate CT and CR practices into their existing curricula. The study concludes by highlighting the potential challenges and opportunities inherent in such endeavors, thereby contributing to the broader discourse on supporting CT integration into early childhood classrooms in CR ways. |
| format | Article |
| id | doaj-art-259f764b5c8846ce976eae048b49714e |
| institution | Kabale University |
| issn | 2835-9402 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Wiley |
| record_format | Article |
| series | Future in Educational Research |
| spelling | doaj-art-259f764b5c8846ce976eae048b49714e2025-02-06T15:35:24ZengWileyFuture in Educational Research2835-94022024-12-012435938110.1002/fer3.49Integrating computational thinking practices into early childhood education in culturally responsive ways: Insights from research–practice partnershipJeanne Hubelbank0Mia Dubosarsky1Shakhnoza Kayumova2Tiffany Davis3Nea Sann4Shawn Fortin5Gillian Smith6Independent Evaluator Sudbury Massachusetts USAThe STEM Education Center Worcester Polytechnic Institute Worcester Massachusetts USADepartment of STEM Education and Teacher Development University of Massachusetts Dartmouth Massachusetts USAAshburnham Westminster Regional School District Ashburnham Massachusetts USAWorcester Child Development Head Start Worcester Massachusetts USATeaching & Learning Belchertown Public Schools Belchertown Massachusetts USAInteractive Media & Game Development Department of Computer Science Worcester Polytechnic Institute Worcester Massachusetts USAAbstract The study examines the research–practice partnership (RPP) model aimed at co‐constructing and integrating computational thinking (CT) in culturally responsive (CR) ways within early childhood and elementary (PreK‐5) classrooms, focusing on teachers' RPP experiences. Recent research underlines the importance of integrating CT in early childhood and elementary education, demonstrating that culturally, linguistically, and developmentally responsive computational activities in PreK‐5 settings are key to such efforts. However, there is a gap in research regarding effective professional development models that would prepare early childhood teachers in terms of both disciplinary ideas and practices of CT, as well as attending to cultural, linguistic, and developmental differences in young children in asset‐based ways. Our research contributes to this body of knowledge by examining how RPP can be a model for teacher learning in which teachers, administrators, and researchers can co‐develop knowledge and confidence in integrating CT into the PreK‐5 teaching curriculum and practices in CR ways. The study outlines the collaborative development of processes and frameworks co‐constructed by the RPP educators, as well as teacher‐developed curricular materials and lesson plans integrating CT in CR ways. Findings include teachers' experience of these lessons and teacher insights about the support needed to incorporate CT and CR practices into their existing curricula. The study concludes by highlighting the potential challenges and opportunities inherent in such endeavors, thereby contributing to the broader discourse on supporting CT integration into early childhood classrooms in CR ways.https://doi.org/10.1002/fer3.49computational thinkingcultural responsive practicesearly childhoodresearch practice partnershipteacher professional development |
| spellingShingle | Jeanne Hubelbank Mia Dubosarsky Shakhnoza Kayumova Tiffany Davis Nea Sann Shawn Fortin Gillian Smith Integrating computational thinking practices into early childhood education in culturally responsive ways: Insights from research–practice partnership Future in Educational Research computational thinking cultural responsive practices early childhood research practice partnership teacher professional development |
| title | Integrating computational thinking practices into early childhood education in culturally responsive ways: Insights from research–practice partnership |
| title_full | Integrating computational thinking practices into early childhood education in culturally responsive ways: Insights from research–practice partnership |
| title_fullStr | Integrating computational thinking practices into early childhood education in culturally responsive ways: Insights from research–practice partnership |
| title_full_unstemmed | Integrating computational thinking practices into early childhood education in culturally responsive ways: Insights from research–practice partnership |
| title_short | Integrating computational thinking practices into early childhood education in culturally responsive ways: Insights from research–practice partnership |
| title_sort | integrating computational thinking practices into early childhood education in culturally responsive ways insights from research practice partnership |
| topic | computational thinking cultural responsive practices early childhood research practice partnership teacher professional development |
| url | https://doi.org/10.1002/fer3.49 |
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