Most existing computational toys and kits are optimized for individual play and few are designed to include parents or other adult caregivers (Yu & Roque, 2018). However, a parent is a child’s first teacher. Parents play important roles in early-childhood education, such as being a collaborator, teacher, even a learner with their children (Barron, Martin, Takeuchi, & Fithian, 2009). Creating computing projects together can also contribute to stronger family bonds and new perspectives on how family see themselves, each other, and computing (Roque, 2016). Therefore, it is important to learn parents’ perspectives on their children’s use of computational kits, and to design kits that support parents and children to play and learn computing together.
To design computational kits that better support family playing together, we performed in-depth interviews with parents to learn their perception of their children’s use of computational toys and kits. The findings of this qualitative study will provide insights for designers and researchers of computational kits to better understand parents’ expectations and include adult caregivers in the computational kit design.