How did you get into CS?

My path into computer science education wasn’t traditional—it was transformative. Before the pandemic, I spent over two decades in early childhood education, coaching educators, enhancing curriculum, and leading professional development in center-based programs serving children from birth through age five. But when the third learning center I worked with closed—this time due to COVID—I knew it was time to pivot.
While completing my Master’s in Learning Design and Technology, I joined the Maryland Center for Computing Education as a Program Management Specialist, supporting CS professional development across the state. I was drawn to MCCE’s mission of expanding access, especially for communities historically excluded from computing. With my early childhood background, I was encouraged to explore how CS could be meaningfully introduced in PreK settings.
At first, I knew very little about computer science. But I quickly recognized that the core concepts—especially computational thinking—were already alive and well in early learning environments. Young children naturally engage in pattern recognition, sequencing, and problem-solving. I saw an opportunity to name and nurture those skills intentionally.
That insight led to the creation of the Byte-Sized Explorers Project, which I now lead. It’s designed for educators of children ages 3–5 and focuses on building foundational problem-solving and social-emotional skills through unplugged computational activities using everyday classroom materials. It’s not just about access—it’s about life skills for a lifetime.

What are some successes and challenges that you've experienced?

One of the most rewarding successes has been securing funding to offer hands-on workshops and materials to educators who might not otherwise have access. Participants consistently share how empowered they feel after engaging with the content—and many continue the work in their own classrooms, adapting it to fit their unique communities.
Another success has been simplifying complex CS concepts in ways that resonate with early educators. By grounding computational thinking in familiar routines and play-based learning, we’ve opened doors for teachers and children from diverse backgrounds to engage meaningfully with CS.
Of course, there are challenges. Funding remains a hurdle—especially when trying to scale the work. And while interest is high, follow-through can be tricky. Educators often sign up for workshops but, due to the demands of their roles, forget or struggle to attend. We’re working on more responsive systems to support participation and retention.

What do you find compelling about computer science?

What I find most compelling about computer science is its power to reveal and elevate the thinking that’s already happening—especially in young children. CS isn’t just about technology; it’s about how we solve problems, make decisions, and collaborate. It’s a language of logic and creativity, and when we teach it with intention, we’re not just preparing children for future careers—we’re nurturing lifelong skills.
In my own work, I’m especially drawn to the intersection of CS, equity, and early learning. I see computational thinking as a bridge: it connects children to powerful ideas, and it connects educators to new ways of seeing their practice. Through the Byte-Sized Explorers Project, I get to help educators recognize that the problem-solving, sequencing, and patterning they already support in their classrooms are foundational CS concepts. That recognition builds confidence, opens access, and affirms the brilliance of children from all backgrounds.
CS gives us tools to reimagine what learning can look like—and my work is about making sure those tools are joyful, inclusive, and rooted in real-world classroom experiences.

What are you working on/looking forward to?

This year, I’m deepening the integration of literacy, math, and computational thinking for early learners—ensuring these foundational domains are not taught in isolation but woven together through joyful, culturally responsive experiences. I’m currently collaborating with Charlene Saint-Jean, a fellow educator and creative partner, on the next phase of the Byte-Sized Explorers Project. Together, we’re refining new unplugged activities and educator supports that build problem-solving and social-emotional skills using everyday classroom materials.
We’re focused on designing resources that are developmentally appropriate, inclusive, and practical—tools that reflect the lived experiences of the children and educators we serve. I’m also working on a second guidebook that centers real-world classroom application of these concepts, with the goal of equipping preschool educators to confidently integrate computational thinking into their daily routines.

Any advice?

Start with what children already do well. For ages 3–5, computer science education isn’t about screens—it’s about thinking, moving, creating, and connecting. Young children thrive when learning is hands-on, embodied, and rooted in their lived experiences. So instead of introducing coding apps, begin with what’s already in the room: blocks, stories, routines, and relationships.
Focus on building social-emotional and problem-solving skills through unplugged activities that encourage sequencing, pattern recognition, and collaboration. Use movement, visuals, and storytelling to make computational thinking tangible and joyful.
Above all, remember: CS for early learners is not about preparing them to be programmers—it’s about helping them become confident, curious problem-solvers who know how to think flexibly and work together.