The integrated teaching and learning of computational thinking in early childhood education : an exploratory study in Hong Kong

Abstract

Computational thinking (CT) integration in K-12 education has gained popularity in the educational community. Recent research indicates that students' CT skills can help them to think critically and analytically, and such skills are crucial for success in twenty-first-century education. Therefore, it is essential to teach and practice CT skills from an early age to ensure students reach the necessary level of competency. This study reviews current research and examines the current status of CT in early childhood education (ECE) and teachers’ attitude through a systematic analysis of published research. The aim of this study is to examine how to foster CT in young learners. To start, two sets of unplugged activities (activities that do not require the use of a digital device) were developed with the purpose of (i) providing students with concrete experiences of CT and (ii) equipping them with the necessary vocabulary and instructions for the subsequent plugged activity (using a digital device). The unplugged-and-plugged design was based on Piaget's cognitive development theory. The second step involved delivering the CT course to six teachers, followed by executing the activities with 11 ECE students aged 3 to 6 years old in a Hong Kong kindergarten. After ten hours of CT training, all students demonstrated mastery of pattern recognition and sequencing. However, K1 students were only able to complete a portion of the algorithm design exercises, while the others completed all tasks. To improve CT learning, two potential strategies are required: enhancing students' CT language training and adopting personalised instruction. ECE educators play a vital role in integrating CT into the ECE curriculum. As with any new technology, the usefulness of CT in ECE depends heavily on teachers' perceptions, beliefs, and attitudes. This study discusses the findings of an exploratory study on the perceptions of experienced ECE teachers regarding CT. The researchers analysed transcripts of 56 semi-structured, open-ended teacher interviews using qualitative exploratory research methodology. The study identified two main areas of interest: (a) CT components (what constitutes CT) and (b) ECE teachers' perceptions of CT infusion in ECE. The findings indicate that ECE teachers are enthusiastic about integrating CT and are willing to participate in professional development (PD) programs. However, the data reveal that the majority of participants hold common misconceptions about CT, such as the belief that "CT is programming and coding with computers only, so it is not appropriate for young learners" (T-13). Furthermore, the study shows that teachers who are aware of CT and CT-infused activities are more likely to integrate CT using age-appropriate pedagogies, such as an unplugged and robotics approach. The researchers also suggest developing and implementing effective in-service teacher PD programs. This study contributes to our understanding of the current status of CT integration in the ECE curriculum and identifies research gaps and teachers' perspectives on CT. The proposed design principles offer a framework for future practices for CT infusion into the ECE curriculum. Furthermore, this study enhances our understanding of how ECE teachers perceive CT. Future studies could focus on designing PD opportunities for ECE teachers to integrate CT and investigating students' behavioural, emotional, and cognitive engagement in CT integrated learning activities.