Beyond Coding: Effects of a Computing Curriculum on Preschoolers' Computational Thinking, Math, Language, and Social-Emotional Skills

Autor/inn/en	Weipeng Yang; Chaopai Lin; X. Christine Wang; Alfredo Bautista; Hui Li; Jesus Alfonso D. Datu; Bi Ying Hu
Titel	Beyond Coding: Effects of a Computing Curriculum on Preschoolers' Computational Thinking, Math, Language, and Social-Emotional Skills
Quelle	In: Journal of Educational Computing Research, 64 (2026) 1, S. 126-154Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Weipeng Yang) ORCID (Alfredo Bautista) ORCID (Hui Li)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331251384546
Schlagwörter	Forschungsbericht; Foreign Countries; Coding; Computation; Curriculum Implementation; Preschool Children; Mathematics Skills; Language Skills; Social Emotional Learning; Thinking Skills; Student Characteristics; Sex; Socioeconomic Status; Family Characteristics; Robotics; Programming; Picture Books; Teaching Methods; School Readiness; Intervention; Emotional Development; Social Development; Early Childhood Education; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Codierung; Programmierung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Language skill; Sprachkompetenz; Denkfähigkeit; Geschlecht; Geschlechtsverkehr; Socio-economic status; Sozioökonomischer Status; Robotertechnik; Picture book; Bilderbuch; Teaching method; Lehrmethode; Unterrichtsmethode; Readiness for school; School ability; Schulreife; Gefühlsbildung; Soziale Entwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Hongkong
Abstract	The integration of coding into early childhood education has gained traction globally, yet evidence of its efficacy in fostering diverse developmental domains remains limited. This study aimed to (1) assess effects of a coding curriculum on preschoolers' computational thinking (CT), math, language, and social-emotional outcomes, and (2) examine whether effects varied by gender and family socioeconomic status (SES). Participants included 360 preschoolers (M[subscript age] = 62.9 months; 179 girls, 181 boys). The treatment group comprised 202 children (91 girls), while the control group included 158 children (88 girls). The treatment group received the computing curriculum, involving age-appropriate coding activities, lasting for eight weeks. Outcomes were measured using standardized assessments. Multilevel modeling and ANOVA revealed that the coding curriculum yielded mixed effects: significant gains in spatial skills (d = 0.21) and emotion regulation (d = 0.24), but a null effect on numeracy (d = -0.15). Children from lower-SES backgrounds showed pronounced improvements in CT (d = 0.22) and prosocial skills (d = 0.63) compared to higher-SES peers. No significant differences emerged for language outcomes. Preschool computing education demonstrates potential to enhance spatial reasoning and emotion regulation, with equitable benefits in CT and prosocial skills for disadvantaged children. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2026/1/01