Coding Learning to Stimulate Early Childhood Computational Thinking
Raeh Niken Baghiro, Yuli Rahmawati, Tuti Tarwiyah Adi Sam · International Journal of Computational and Experimental Science and Engineering · 2025
This study aims to explore how coding activities can stimulate computational thinking in early childhood. Specifically, it investigates the effects of coding learning on computational thinking skills in young children and identifies the most effective coding activities for this purpose. An experimental design was employed, involving 100 children aged 4-6 years. Participants engaged in coding activities using platforms such as ScratchJr and Code.org over 12 weeks. Pre and post-intervention assessments measured changes in computational thinking skills, supplemented by qualitative observations and feedback from educators. The findings indicate a significant improvement in computational thinking skills among participants following the coding intervention. Descriptive statistics revealed notable advancements in pattern recognition, algorithmic thinking, and problem-solving abilities. Qualitative data provided insights into the engagement levels and learning experiences of the children. Coding learning has a positive impact on the development of computational thinking in early childhood