The Impact of Coding Intervention on Preschool Children’s Coding and Computational Thinking Skills
Tacettin Tezcan · Journal of Research in Childhood Education · 2025
This study explores the effect of a robotic coding kit on the coding and computational thinking skills of children age 60–72 months. Employing an experimental design within the quantitative methodological framework, the study was conducted with eight preschool classrooms under the Ministry of National Education in Turkey, comprising a total of 124 children with an average age of 65.5 months. The classrooms were randomly assigned to either an experimental group or a control group, with four classrooms in each. Data were gathered using the Early Childhood Coding Skills Test and the Computational Thinking Skills: TechCheck-K Scale. Children in the experimental group participated in sessions with the GEZGIN robotic coding kit for 10 weeks, twice a week. The findings indicate that the GEZGIN robotic coding kit significantly enhanced the children’s coding and computational thinking skills. No significant differences were observed based on gender, number of siblings, parental education, or income level. Furthermore, a moderate, positive, and significant correlation was identified between children’s coding skills and computational thinking skills. Overall, the GEZGIN robotic coding kit effectively supports the development of coding and computational thinking skills in preschool children.