Early Childhood Preservice Teachers' Perceptions of Computer Science, Gender Stereotypes, and Coding in Early Childhood Education.

The purpose of this exploratory study was to investigate early childhood preservice teachers' perceptions of computer science and gender stereotypes in computer science, and perceptions of coding in early childhood education. Quantitative and qualitative data were collected from early childhood preservice teachers enrolled in a teaching methods course at a large southeastern university in the U.S.