Influence of programming education modalities on the computational thinking in young children: A comprehensive review and meta‐analysis

• Published in: Journal of computer assisted learning Vol. 40; no. 5; pp. 2385 - 2397
• Main Authors: Wei, Yonggang, Wang, Lu, Tang, Yi, Su, Junyue, Lei, Yaxian, Peng, Wanran
• Format: Journal Article
• Language: English
• Published: Chichester, UK John Wiley & Sons, Inc 01.10.2024; Wiley Subscription Services, Inc
• Subjects: CAI; Children; computational thinking; Computer assisted instruction; Critical thinking; Cultivation; early childhood; Education; Effectiveness; Evaluative Thinking; meta‐analysis; Preschool Children; Preschool education; Problem solving; Programming; programming education; Skills; Software; Statistical analysis; Thinking Skills; Young Children
• ISSN: 0266-4909; 1365-2729
• DOI: 10.1111/jcal.13038

Background The pedagogy of computational thinking has gained extensive traction across numerous nations globally, with a particular emphasis on nurturing computational thinking in the formative years of early childhood. Nevertheless, the efficacy of diverse instructional approaches in the domain of programming education, with regards to fostering the advancement of computational thinking abilities in young children, remains a subject of ongoing debate. Objectives The primary aim of this research is to evaluate the efficacy of programming education in fostering computational thinking skills in young children. The central focus revolves around a meticulous exploration of the influence exerted by diverse modalities of programming education on the cultivation of computational thinking abilities in early learners. Methods A total of 32 empirical studies were incorporated into the analysis. Out of these, 77 effect sizes were deemed to meet the predefined inclusion criteria for the present study. The statistical analysis was executed utilizing Stata version 17.0 software. Results and Conclusions The acquisition of programming skills can enhance the advancement of computational thinking in young children (Hedges's g = 0.49, 95% confidence interval [0.40, 0.58]), thereby yielding a moderate effect. When considering the triad of programming education modalities, it becomes evident that graphical programming surpasses both tangible programming and unplugged programming in terms of its efficacy in fostering the growth of computational thinking in young learners. Implications The foregoing contributes significantly to the systematic cultivation and augmentation of computational thinking skills in young children. It establishes a foundational framework for early childhood educators and instructional tool designers to effectively and purposefully impart programming knowledge to children. Lay Description What is already known about this topic? Computational thinking represents a fundamental skill that should be universally acquired, with the cultivation of this cognitive capacity during early childhood deemed an indispensable prerequisite for one's future endeavours. The influence of programming education on the development of computational thinking in young children is a multifaceted outcome, arising from an intricate interplay of various factors. The practical implementation of computational thinking within preschool education remains at an exploratory stage, beset by numerous challenges. What this paper adds? Programming education moderately fosters the advancement of computational thinking in young children. Different types of programming education have varying effects on the computational thinking of young children. Graphical programming emerges as a superior modality for fostering computational thinking in young children. Implications for practice and/or policy The strategic utilization of programming education modalities tailored to the unique learning styles and developmental characteristics of children emerges as a strategically advantageous approach for nurturing the advancement of their computational thinking abilities. Programming education for preschoolers is inherently intertwined with the indispensable support and expert guidance provided by educators and other professionals.