Demystifying early childhood computational thinking: An umbrella review to upgrade the field
Abstract By transforming abstract problems into tangible solutions, computational thinking (CT) emerges as a foundational competency. This umbrella review synthesizes the current landscape of CT in early childhood, pivotal for fostering 21st‐century skills across multiple domains. A systematic searc...
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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/fer3.38 |
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| _version_ | 1832086457208012800 |
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| author | Weipeng Yang Jiahong Su Hui Li |
| author_facet | Weipeng Yang Jiahong Su Hui Li |
| author_sort | Weipeng Yang |
| collection | DOAJ |
| description | Abstract By transforming abstract problems into tangible solutions, computational thinking (CT) emerges as a foundational competency. This umbrella review synthesizes the current landscape of CT in early childhood, pivotal for fostering 21st‐century skills across multiple domains. A systematic search across Scopus, ACM Digital Library, and Web of Science yielded 13 review studies for analysis, addressing the integration of CT in early childhood education. Employing a narrative synthesis approach, the review illuminated key findings and highlighted future research trajectories. Findings indicate the centrality of creating sequences and events in imparting CT in early childhood, recommending more sophisticated concepts like loops and conditionals for older children. Instructional designs unearthed include scaffolding with narratives, tangible objects, and physical embodiments, balancing structured tasks and open‐ended engagement. Three categories of computational kits were discerned: physical, virtual, and hybrid kits. The Bee‐Bot and various LEGO kits were prevalent among CT learning tools, with interfaces ranging from physical buttons to hybrid systems. Efficacy was noted in tangible activities like unplugged applications and robotics in enhancing concrete understanding and competencies in coding, CT, and spatial skills. Concluding remarks discuss research gaps, future prospects, and provide actionable insights for educators and policy makers, calling for the co‐creation of an ecosystem of CT integration across early childhood curricula. |
| format | Article |
| id | doaj-art-a4d392f41d514fe4af36579d6c543641 |
| 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-a4d392f41d514fe4af36579d6c5436412025-02-06T15:35:24ZengWileyFuture in Educational Research2835-94022024-12-012445847710.1002/fer3.38Demystifying early childhood computational thinking: An umbrella review to upgrade the fieldWeipeng Yang0Jiahong Su1Hui Li2Department of Early Childhood Education The Education University of Hong Kong Hong Kong ChinaFaculty of Education The University of Hong Kong Hong Kong ChinaDepartment of Early Childhood Education The Education University of Hong Kong Hong Kong ChinaAbstract By transforming abstract problems into tangible solutions, computational thinking (CT) emerges as a foundational competency. This umbrella review synthesizes the current landscape of CT in early childhood, pivotal for fostering 21st‐century skills across multiple domains. A systematic search across Scopus, ACM Digital Library, and Web of Science yielded 13 review studies for analysis, addressing the integration of CT in early childhood education. Employing a narrative synthesis approach, the review illuminated key findings and highlighted future research trajectories. Findings indicate the centrality of creating sequences and events in imparting CT in early childhood, recommending more sophisticated concepts like loops and conditionals for older children. Instructional designs unearthed include scaffolding with narratives, tangible objects, and physical embodiments, balancing structured tasks and open‐ended engagement. Three categories of computational kits were discerned: physical, virtual, and hybrid kits. The Bee‐Bot and various LEGO kits were prevalent among CT learning tools, with interfaces ranging from physical buttons to hybrid systems. Efficacy was noted in tangible activities like unplugged applications and robotics in enhancing concrete understanding and competencies in coding, CT, and spatial skills. Concluding remarks discuss research gaps, future prospects, and provide actionable insights for educators and policy makers, calling for the co‐creation of an ecosystem of CT integration across early childhood curricula.https://doi.org/10.1002/fer3.38computational thinkingearly childhoodearly childhood curriculumecosystemumbrella review |
| spellingShingle | Weipeng Yang Jiahong Su Hui Li Demystifying early childhood computational thinking: An umbrella review to upgrade the field Future in Educational Research computational thinking early childhood early childhood curriculum ecosystem umbrella review |
| title | Demystifying early childhood computational thinking: An umbrella review to upgrade the field |
| title_full | Demystifying early childhood computational thinking: An umbrella review to upgrade the field |
| title_fullStr | Demystifying early childhood computational thinking: An umbrella review to upgrade the field |
| title_full_unstemmed | Demystifying early childhood computational thinking: An umbrella review to upgrade the field |
| title_short | Demystifying early childhood computational thinking: An umbrella review to upgrade the field |
| title_sort | demystifying early childhood computational thinking an umbrella review to upgrade the field |
| topic | computational thinking early childhood early childhood curriculum ecosystem umbrella review |
| url | https://doi.org/10.1002/fer3.38 |
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