Can Preschoolers Learn Computational Thinking and Coding Skills with ScratchJr? A Systematic Literature Review

Abstract

Computational Thinking (CT) and the understanding of how programs are being executed is internationally acknowledging as a necessity for today's students and citizens of tomorrow. Despite the multifaceted nature of CT, the introduction of CT and associate concepts such as coding is regarded as developmental acceptable for preschool and kindergarten children. For a decade, there has been a focus on educational reform in the form of educational apps. For young children, an influx of mobile apps offering various interfaces and styles promote themselves as having educational value to introduce children aged 5–7 to essential CT, coding, and problem-solving skills. On the contrary, little is known about the educational value of these apps. The fast pace at which developers produce these apps and the breadth of the available apps have gone beyond what it is reasonable for researchers and experts in the domain to evaluate. This article presents a literature review on how the ScratchJr app affects young children's CT, coding, and general literacy skills. The literature review includes 18 studies. The main conclusion is that although ScratchJr is not a panacea, it seems to be a helpful app that positively affects children's CT and coding skills.

Examining coding skills of five-year-old children

“…Kafai and Burke (2014) stated that it is a responsibility to develop the CT skill to return to the schools the coding that has been used and interested mainly by computer scientists until today. Today, coding is recognized by educators, academic and scientific communities as a crucial skill for all children, an international necessity, and even a new form of literacy (Kafai & Burke, 2014;Stamatios, 2022;Papadakis et al, 2016). For this reason, many researchers and countries focused on instructional approaches to CT and coding for preschool children, and many applications were made (Campbell & Walsh, 2017;Johnston et al, 2018;Lee & Junoh, 2019;Manches & Plowman, 2017;Stamatios, 2022).…”

“…Today, coding is recognized by educators, academic and scientific communities as a crucial skill for all children, an international necessity, and even a new form of literacy (Kafai & Burke, 2014;Stamatios, 2022;Papadakis et al, 2016). For this reason, many researchers and countries focused on instructional approaches to CT and coding for preschool children, and many applications were made (Campbell & Walsh, 2017;Johnston et al, 2018;Lee & Junoh, 2019;Manches & Plowman, 2017;Stamatios, 2022). Resnick and Silverman (2005) state that while everyone believes in the value of learning to program, they know the difficulties of learning to program.…”

Developing Student’s Comprehensive Knowledge of Physics Concepts by Using Computational Thinking Activities: Effects of a 6-Week Intervention

“…In recent years, computational thinking has become increasingly popular. In pre-school, for instance, ScratchJr has been used to teach coding and other skills coherently to young children [15]; in mathematics, Verawati et al [16] have developed an android-based learning platform to improve problem-solving skills.…”

Gender differential item functioning analysis in measuring computational thinking disposition among secondary school students

“…The use of CT in formal education has taken numerous forms, including integration in computer science courses and embedding in math, science, and art (33,34). (35) CT has also reached classrooms through robotics (36) and unplugged activities, such as board games or storybooks (37)(38)(39). While much has been said about demystifying CT pedagogy, research on evaluating CT skills and attitudes continues.…”