I’m beyond excited to share the first journal article to come out of the CRRAFT partnership for computational thinking in early childhood! The project brings together teachers and parents to provide culturally relevant opportunities for computational thinking for racially/ethnically and linguistically diverse groups of preschoolers.

In this article, we examined how PreK parent and teacher voice directed efforts to realize a culturally relevant computing program. Findings showed that connecting powerful ideas from computational thinking, namely algorithms and problem solving (e.g., debugging), to familiar activities and experiences served as a powerful entry point. Yet, differences arose in how teachers and parents conceptualized culturally relevant computing and made connections to familiar routines.

The article is freely available to the public! Read more here.

Harper, F. K., Caudle, L. A., Flowers, C. E., Rainwater, T., Quinn, M. & The CRRAFT Partnership. (2023). Centering teacher and parent voice to realize culturally relevant teaching of computational thinking in early childhood. Early Childhood Research Quarterly64, 381-393. https://doi.org/10.1016/j.ecresq.2023.05.001