Computational Thinking Funds of Knowledge in Grades K-2

From a sociocultural perspective, learning and assessment are most effective when reflecting the prior knowledge and experiences of children (e.g., Vygotsky, 1978, 1986). Yet, we know that the experiences of historically minoritized students are less likely to be represented (Randall, 2021). Seeking to address this disparity, a funds of knowledge (FoK) perspective positions the experiences of minoritized children and families as rich with knowledge, history, and potential for integrating into classroom practices. A funds of knowledge perspective seeks to identify “historically accumulated bodies of knowledge and skills essential for household functioning and well-being” (Gonzalez, Andrade, Civil, & Moll, 2001, p. 116). Importantly, an FoK perspective positions such knowledge and those practices in which knowledge manifests as rich with informal disciplinary thinking.

Our research seeks to document the ways in which the families and young children from historically minoritized populations engage in CT in their everyday lives (Earnest, Sullivan, Randall, & Botha, 2021). Even if they are unaware of words like algorithm or abstraction, two strands within CT content (Wing, 2006), many 6- or 7-year-olds can easily describe the step-by-step process of preparing for school in the morning or how to get ready for dance class depending on rain or shine. I describe here our research efforts to document children’s informal CT as embedded in family and community practices. I see such efforts as contributing to culturally sustaining and anti-racist approaches to assessment development.