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Cited by 174Teaching and Learning ProgrammingChild Development and Digital TechnologyEducational Robotics and Engineering

The DOI matches its Crossref record; 50 of the 51 references it cites were found in a registry or an index.

A systematic review of integrating computational thinking in early childhood education

Open access
Su, Jiahong, Yang, Weipeng·2023·Computers and Education Open
DOI 10.1016/j.caeo.2023.100122
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Abstract

Computational thinking education has become an increasingly popular topic among practitioners and researchers. However, rare is known how to effectively teach and learn computational thinking in early childhood education. To address this knowledge gap, this systematic review examined 26 studies on the teaching and learning of computational thinking in early childhood education from 2010 to 2022. The content knowledge, tools, pedagogical design, assessment methods, and learning outcomes were analyzed. Results indicated that, with age-appropriate instructional design, children could develop early concepts and skills of computational thinking, as well as other related skills such as communication, collaboration, and problem solving. Across the studies, we found that most studies used quantitative research methods, with direct assessment and observation being the most. Several challenges were identified: (1) achieving a deeper learning of computational thinking; (2) a lack of valid and reliable computational thinking assessments for children with a wider age range; (3) selecting appropriate learning tools; and (4) designing age-appropriate activities for young learners. Although with these challenges, computational thinking education could bring new learning opportunities and enhance children's computational thinking skills, as well as other non-cognitive skills such as critical thinking, body-material interaction, and hand-eye coordination. This systematic review informs future endeavors in theorizing a digital learning framework that can integrate computational thinking into early childhood education.

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Crossref · 10.1016/j.caeo.2023.100122

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Citations

Cites

Research works printed but not linked: 3

  1. Wing, 2011, Research notebook: computational thinking—what and why, Link Mag, 6, 20
  2. Bers, 2021, Coding, robotics and socio-emotional learning: developing a palette of virtues. Pixel-Bit, Revista de Medios y Educación, 62, 309
  3. Cho, 2017, Possibility of improving computational thinking through activity based learning strategy for young children, J Theor Appl Inf Technol, 95, 4385

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Metadata

Authors
Su, J., & Yang, W.
Affiliations
  • University of Hong Kong (HK)
  • Education University of Hong Kong (HK)
Corresponding author
Su, Jiahong
ORCID
Venue
Computers and Education Open
Publisher
Elsevier BV
Published
2023-12
Volume
4
Pages
100122
ISSN
2666-5573 (ISSN-L)
DOI
10.1016/j.caeo.2023.100122
OpenAlex
W4313596455
Cited by
174
References
51
Citations by year
2026: 41 · 2025: 63 · 2024: 53 · 2023: 17
FWCI
7.51
Type
journal article
Language
en
Open access
Licence
Locations
  • Computers and Education Open (publishedVersion, cc-by-nc-nd)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Topics
  • Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
  • Social Sciences › Education › Child Development and Digital Technology
  • Social Sciences › Education › Educational Robotics and Engineering
Keywords
computational thinking, early childhood education, assessment of computational thinking, learning tools, non-cognitive skills, problem solving, young children

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