Cultivating Computational Thinking and Social Play among Neurodiverse Preschoolers in Inclusive Classrooms

要旨

Computational thinking (CT) is regarded as a fundamental twenty-first century skill and has been implemented in many early childhood education curriculum. Yet, the needs of neurodivergent children have remained largely overlooked in the extensive research and technologies built to foster CT among children. To address this, we investigated how to support neurodiverse (i.e., groups involving neurodivergent and neurotypical) preschoolers aged 3-5 in learning CT concepts. Grounded in interviews with six teachers, we deployed an age-appropriate, programmable robot called KIBO in two preschool classrooms involving 12 neurodivergent and 17 neurotypical children for eight weeks. Using interaction analysis, we illustrate how neurodivergent children found enjoyment in assembling KIBO and learned to code with it while engaging in cooperative and competitive play with neurotypical peers and the adults. Through this, we discuss accessible adaptations needed to enhance CT among neurodivergent preschoolers and ways to reimagine technology-mediated social play for them.

著者
Maitraye Das
Northeastern University, Boston, Massachusetts, United States
Megan Tran
University of Washington, Seattle, Washington, United States
Amanda Chih-han. Ong
University of Washington, Seattle, Washington, United States
Julie A.. Kientz
University of Washington, Seattle, Washington, United States
Heather Feldner
University of Washington, Seattle, Washington, United States
DOI

10.1145/3706598.3713851

論文URL

https://dl.acm.org/doi/10.1145/3706598.3713851

動画

会議: CHI 2025

The ACM CHI Conference on Human Factors in Computing Systems (https://chi2025.acm.org/)

セッション: Communication and Support

G402
7 件の発表
2025-05-01 18:00:00
2025-05-01 19:30:00
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