Call for Special Issue on CT in Early Childhood: Guest Blog Post from Wang, Bers, and Lee

May 24, 2021 at 7:00 am Leave a comment

In my blog post on what I got wrong in the 2010’s, I pointed to the many definitions of computational thinking (CT) that I had shared in this blog. I said that I hoped that I wouldn’t be offering any more, but I was probably wrong on that too.

Below you will find (yet another) definition of CT, which is pretty intriguing.


Early Childhood Research Quarterly
Call for Papers

Special Issue: Examining Computational Thinking in Early Childhood

Guest Editors 

X. Christine Wang, State University of New York at Buffalo, wangxc@gmail.com

Marina Bers, Tufts University, marina.bers@tufts.edu

Victor R. Lee, Stanford University, vrlee@stanford.edu 

Described as the new literacy of the 21stcentury, computational thinking (CT) is broadly defined as systematic analysis, exploration, and testing of solutions to open-ended and often complex problems based on the analytical process rooted in the discipline of computer science. Driven by the increasing demands for computing professionals, CT has been popularized as a key goal of computer science teaching and learning in K-12 schools. On the one hand, much new research is currently exploring the relationships between CT and coding, CT in everyday unplugged activities, and CT and cognitive and socio-emotional domains of knowledge. On the other hand, there is also heated debate about the validity and applicability of CT, whether CT refers to a new set of competencies, and what value CT has in schooling. Because of the complicated nature of these explorations and conversations, CT has drawn considerable attention in educational research and practice, including early childhood education in recent years (Bers, 2018; Jung & Won, 2018; Toh et al., 2016; Xia & Zhong, 2018). 

To help advance this burgeoning area of research, this special issue seeks empirical and theoretical contributions about young children’s (ages 2-8) CT learning and teaching. We encourage researchers to explore, but not limit themselves to, one or more of the following topics:

(1) Critical examinations of definitions and/or conceptualizations of CT in early childhood

(2) Operationalizations of CT learning goals and practices in early childhood

(3) Developmentally appropriate approaches in promoting CT in early childhood

(4) Relationships between CT and other domains of learning and development

(5) Assessment of CT learning and development in early childhood

(6) Supports for early childhood educators who are bringing CT to young children

(7) Equity and inclusion issues related to CT learning and teaching

For this special issue, we are soliciting a wide range of manuscripts describing rigorous empirical studies, design studies, integrative reviews, theoretical perspectives, or evaluation studies. We welcome studies that employ diverse theoretical and methodological approaches.

Submission Details
We are inviting interested researchers to submit a short proposal prior to manuscript submission. The proposal should be no more than 500 words (excluding references, images, or figures) and must include the following information: (1) Title/Author(s), (2) Key Issues/Problems, (3) Methods/Processes, (4) Findings/Evidence-Based Claims, and (5) Relevance and Contribution to the Special Issue.

Please submit your proposal via email to the Guest Editors with the subject line “ECRQ: CT in Early Childhood”:  X. Christine Wang (wangxc@gmail.com), Marina Bers (marina.bers@tufts.edu), and Victor R. Lee (vrlee@stanford.edu).

The guest editors will provide timely feedback and select proposed papers based on their quality and suitability for this special issue. Selected authors will then be invited to submit a full manuscript.

All full manuscripts must be submitted via the EM system: https://www.editorialmanager.com/ecrq/default.aspx. After you log in and click on “Submit New Manuscript,”  please select “VSI: CT in Early Childhood” on the “Select Article Type” page and proceed accordingly. 

Invitation to submit a full paper will not be a guarantee of acceptance. All manuscripts will undergo the standard ECRQ double-blind peer review procedure. For further information please contact Managing Guest Editor X. Christine Wang (wangxc@gmail.com) or Special Content Editor Gary Resnick (sevenalaris@msn.com).

Deadlines
Proposal submission: July 15, 2021  
Invitation for manuscript submission: August 15, 2021
Manuscript Submission: December 15, 2021
 

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