A systematic literature review regarding computational thinking and programming in early childhood education

This research was aimed at summarizing experimental evidence regarding computational thinking and programming conducted in early childhood education in terms of the variables of plugged-in versus unplugged, age, and gender. For this purpose, the WoS, Scopus, and Eric databases were scanned, and stud...

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Bibliographic Details
Published in:Education and information technologies Vol. 27; no. 2; pp. 2059 - 2082
Main Author: Bati, Kaan
Format: Journal Article
Language:English
Published: New York Springer US 01.03.2022
Springer
Springer Nature B.V
Subjects:
Addition
Age
Algorithms
Automation
Basic Skills
Coding
Cognitive Processes
College Science
Computation
Computer Appl. in Social and Behavioral Sciences
Computer Science
Computer Use
Computers and Education
Early Childhood Education
Education
Educational Technology
Elementary Education
Elementary Secondary Education
Gender Differences
Influence of Technology
Information Systems Applications (incl.Internet)
Information Technology
Kindergarten
Literature reviews
Mathematics Education
Physical Environment
Preschool Children
Problem solving
Programming
Researchers
Robotics
Science Education
Systematic review
Thinking Skills
User Interfaces and Human Computer Interaction
Young Children
Early-childhood education
Computational thinking
Computing education
Programming
ISSN:1360-2357, 1573-7608
Online Access:Get full text
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Summary:This research was aimed at summarizing experimental evidence regarding computational thinking and programming conducted in early childhood education in terms of the variables of plugged-in versus unplugged, age, and gender. For this purpose, the WoS, Scopus, and Eric databases were scanned, and studies determined to be within the scope of the systematic scanning criteria were selected for review. In the current study findings, it was shown that age was an important factor in learning computational thinking in early childhood. In addition, it was found that girls and boys performed similarly in programming and computational thinking. Finally, although there was concrete evidence that both plugged-in and unplugged applications improved children's computational thinking skills, it appeared that unplugged applications were one step ahead, considering the power of having concrete experiences.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:1360-2357
1573-7608
DOI:10.1007/s10639-021-10700-2