Children’s knowledge construction of computational thinking in a play-based classroom

ABSTRACT

This study investigated the development of computational thinking (CT) in young children within the specific context of Hong Kong. The researchers utilized an unplugged digital arts activity to explore the CT knowledge exhibited by children and document their developmental trajectories. A sample of 23 children aged 3 to 6 years participated in an animation art workshop conducted in a Hong Kong kindergarten. The video data were recorded and analyzed in terms of content. Drawing on a three-dimensional framework combining powerful ideas for teaching coding, the observations and field notes revealed that children’s CT knowledge construction aligned with the CT conceptual framework. Notably, older children demonstrated more advanced competences and more complex cognitive structures in terms of the design process, representation, algorithms, modularity, sequences, connecting, choices of conduct, and utilization of hardware/software. These findings emphasize the importance of designing age-appropriate curricula that foster children’s CT skills through the animation art.

KEYWORDS:

• Computational thinking
• unplugged activities
• self-directed learning
• early childhood education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The work described in this paper was fully supported by grants from the Research Grants Council of the Hong Kong Special Administrative Region, China (Project No. CUHK 14818622), and the Direct Grant for Research from the Chinese University of Hong Kong (Project No. CUHK 4058096).

Notes on contributors

Suzannie K. Y. Leung

Suzannie Kit-ying Leung, Ph.D. Dr. Suzannie Leung is an Assistant Professor in the Department of Curriculum and Instruction, the Chinese University of Hong Kong. She is an experienced practitioner in early childhood education. With her interdisciplinary background in media arts, psychology and education, she has been engaged in kindergarten teacher education, curriculum development, program design for gifted and talented children, and curatorial work for early childhood art exhibitions for many years.

Joseph Wu

Joseph Wu, Ph.D. Dr. Joseph Wu is currently an associate professor and also the program leader of the Master of Social Sciences (Psychology in Education) at the Department of Social and Behavioural Sciences, City University of Hong Kong. He is a registered teacher. He is an experienced teacher educator and has substantial knowledge in Hong Kong education system.

Jenny Wanyi Li

Jenny Wan-yi Li Ms. Jenny Wan-yi Li obtained a Master of Education degree in early childhood education from the Education University of Hong Kong. She now works as a research assistant in the Department of Curriculum and Instruction at the Chinese University of Hong Kong. Her research interests include the parent–child relationship, STEAM creativity in early childhood education, and teacher education.