A holistic approach to identifying computational thinking in preschool settings

The introduction of computational thinking (CT) in 3-5-year-old children’s educational settings informs a growing research field (Bers, Strawhacker, & Sullivan,
2022). Despite explicit valorizations of children’s agency and play within this field, activities most often comprise structured CT tasks (McCormick & Hall, 2022),
and empirical studies point to tensions between such tasks and children’s emergent play practices (Odgaard, 2022). This paper employs a socioculturally
informed and design-based approach to examine how CT can be meaningfully implemented in sound alignment with local practices in Danish preschools. This
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ambition implies a holistic approach where CT is not assumed per se to be central to examined practices, only to the degree that participants make it relevant in
mediated action. This approach makes it possible to identify CT across institutionally situated social situations: In child- and educator-initiated play- and learning
activities, as well as in institutional routine activities. The paper identifies CT across social situations and points to its relevance and limitations as a structuring
resource for children and professionals in preschools. Bers, M. U., Strawhacker, A., & Sullivan, A. (2022). The state of the field of computational thinking in early
childhood education. Retrieved from https://www.oecd-ilibrary.org/content/paper/3354387a-enMcCormick, K. I., & Hall, J. A. (2022). Computational thinking
learning experiences, outcomes, and research in preschool settings: a scoping review of literature. Education and Information Technologies, 27(3), 3777–3812.
doi:10.1007/s10639-021-10765-zOdgaard, A. B. (2022). What is the Problem? A Situated Account of Computational Thinking as Problem-Solving in Two Danish
Preschools. KI - Künstliche Intelligenz. doi:10.1007/s13218-021-00752-4