Evaluating the Effectiveness of Scratch Jr and Tynker Jr in Teaching Coding Skills for Kindergarten
Hader Samy Mohamed Badr, Amira elgabry elgabry · International Journal of Early Childhood · 2025
Abstract With the rapid advancement of information technology, visual programming applications have become pivotal tools for introducing coding concepts to young learners. However, the proliferation of such tools necessitates empirical evaluation to determine their efficacy in fostering foundational coding skills among kindergarten children. This study evaluates the comparative effectiveness of two widely used applications, Scratch Jr and Tynker Jr, in developing these skills. Employing a two-group experimental design, 60 children from Helwan Official School in Cairo were randomly assigned to either application, matched for age and cognitive ability using Raven’s Colored Progressive Matrices. Over five training sessions, children’s progress was assessed through a structured observation checklist targeting key coding competencies. Results revealed statistically significant differences in skill acquisition between the two groups, with each application demonstrating distinct strengths: Tynker Jr excelled in cultivating logical thinking, while Scratch Jr showed greater efficacy in enhancing problem-solving and design capabilities. These findings underscore the importance of tailored application selection based on specific learning objectives, offering practical insights for educators seeking to integrate coding into early childhood curricula.