.png){kind=icon}
.png){kind=icon}
Return
Executive functions predict kindergarten children's coding performance
.png){kind=icon}
PRE
AI
DOI：10.1080/08993408.2025.2600238.png)
.png){kind=icon}
Original request for help.png){kind=icon}
Share.png){kind=icon}
Save
Abstract
En 中文
BackgroundComputational thinking and its underlying problem-solving processes have gained more attention in research and education with today's rapid digitization and development of computers. Exploring the cognitive foundations of computational thinking is crucial for developing effective educational programs and identifying those who lag behind their peers in their understanding of computational principles.ObjectivesThe current study explores the relationship between computational thinking and mental processes in early childhood. In particular, we examined the influence of executive functions on coding and its specific components (algorithm design and debugging) in kindergarten children.MethodA total of 62 five- to six-year-olds performed an unplugged coding task as well as computerized executive functions assessments. Computerized tasks measured short-term memory, working memory, inhibition, and switching.FindingsResults showed that overall coding was associated with switching, algorithm design with working memory, and debugging with switching.ImplicationsThese findings support the componential nature of coding (thus computational thinking) and draw attention to the different cognitive underpinnings of the components. This should be taken into consideration by educators when designing new learning materials or curricula.
Keywords:
Computational thinking
coding
executive functions
kindergarten