The specific mechanisms by which teachers and parents can provide culturally relevant opportunities for computational thinking for racially/ethnically and linguistically diverse groups of preschoolers remain unknown. Accordingly, the purpose of this research is to examine how PreK parent and teacher voice directed efforts to realize a culturally relevant computing program. We drew data sources from a subsample of design-based research meetings in which partners collaborated to co-develop the first iteration of the program. Using qualitative analysis, we examined how parent voice and teacher voice, conceptualized as perspectives and participation, influenced theories of culturally responsive computing and computational thinking in early childhood education and the translation of theory into practice in classroom and home settings. 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. We discuss what can be learned from parent voice in regards to bolstering children's self-expression, access to increasingly complex computational thinking tasks, and opportunities for learning cultural and community values through computing.

教师和家长可以为种族/民族和语言不同的学龄前儿童群体提供计算思维的文化相关机会的具体机制仍然未知。因此，本研究的目的是检查 PreK 家长和老师如何引导努力实现与文化相关的计算程序。我们从基于设计的研究会议的子样本中提取数据源，在这些会议中，合作伙伴合作共同开发了该程序的第一次迭代。通过定性分析，我们研究了父母的声音和教师的声音，概念化为观点和参与，如何影响幼儿教育中的文化响应计算和计算思维理论，以及如何将理论转化为课堂和家庭环境中的实践。调查结果表明，将来自计算思维（即算法和问题解决（例如，调试））的强大想法与熟悉的活动和经验联系起来，是一个强大的切入点。然而，在教师和家长如何概念化与文化相关的计算以及如何与熟悉的惯例建立联系方面出现了差异。我们讨论可以从父母的声音中学到什么，以支持孩子的自我表达、获得越来越复杂的计算思维任务，以及通过计算学习文化和社区价值观的机会。在教师和家长如何概念化与文化相关的计算以及如何与熟悉的惯例建立联系方面出现了差异。我们讨论可以从父母的声音中学到什么，以支持孩子的自我表达、获得越来越复杂的计算思维任务，以及通过计算学习文化和社区价值观的机会。在教师和家长如何概念化与文化相关的计算以及如何与熟悉的惯例建立联系方面出现了差异。我们讨论可以从父母的声音中学到什么，以支持孩子的自我表达、获得越来越复杂的计算思维任务，以及通过计算学习文化和社区价值观的机会。