Cognitive abilities and computational thinking at age 5: Evidence for associations to sequencing and symbolic number comparison

Gerosa, A.; Koleszar, Víctor; Tejera, Gonzalo; Gómez-Sena, Leonel; Carboni, Alejandra

doi:10.1016/j.caeo.2021.100043

Cited by 31 publications

(10 citation statements)

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“…In recent years, CT, coding, and related content and activities have been integrated into school curricula. In the educational literature, CT is a broad term used to summarize the mental processes relative to computer science (CS) concepts and problem-solving skills (Anaclara et al, 2021). CT has often been equated with coding or programming.…”

Section: Literature Reviewmentioning

confidence: 99%

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

Papadakis

2022

International Journal of Educational Reform

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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.

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Section: Literature Reviewmentioning

confidence: 99%

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

Papadakis

2022

International Journal of Educational Reform

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“…This game focuses on the arithmetic area. According to Gerosa et al [17], there are four stages of cognitive development of children, namely: i) Sensory-motor (age 0-2 years); ii) Pre-operational (2-7 years); iii) Concrete operations (7-11 years); and iv) Formal operations (11 years and over). Based on this opinion, kindergarten students are in the pre-operational stage.…”

Section: P : Now Let's Continue With Playing the Letters Can You Say ...mentioning

confidence: 99%

The symbolic thinking ability of kindergarten students in central Aceh through Montessori games based on gender

Rahmadhani

Wahyuni

Mandasari

2023

IJERE

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<span lang="EN-US">Student’s cognitive abilities can be developed early, including thinking logically and symbolically and problem-solving using various methods. Therefore, this quantitative descriptive research aims to determine the symbolic thinking ability of kindergarten students through Montessori games based on gender. The subjects of this study were 112 kindergarten students from eight schools in the Central Aceh district who were selected by random sampling. Data processing techniques include editing, coding, scoring, and tabulation. The analysis was carried out using a frequency table with guidelines for assessing child development. Data were obtained from tests, observations, and interviews. Based on the analysis, it is known that the symbolic thinking abilities of male and female students are at the level of developing as expected. There are still students at the beginning to develop and undeveloped levels for both male and female students in this ability. There are differences in ability between male and female students, especially in indicators: i) Mentioning numbers 1-10 and ii) Counting and matching numbers with number symbols. While on the indicator of recognizing vowel and consonant symbols, there is no difference in ability between male and female students.</span>

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“…The development of CT education initiates a growing body of research in exploring the nomological network of CT (Román-González et al, 2018). Literature indicates that CT, as an independent cognitive domain, is closely associated with other cognitive abilities, including spatial skills (e.g., Ambrosio et al, 2014;Città et al, 2019), math skills (e.g., Gerosa et al, 2021;Tsarava et al, 2022), and reasoning skills (e.g., Guggemos, 2021;Román-González et al, 2017). These studies have enriched our conceptual understanding of CT as a standalone psychological construct that builds on a collection of other cognitive domains (Tsarava et al, 2022;Zhang & Wong, 2023b).…”

Section: Introductionmentioning

confidence: 99%

Unravelling the underlying mechanism of computational thinking: The mediating role of attitudinal beliefs between personality and learning performance

Zhang,

Wong

2023

Computer Assisted Learning

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BackgroundComputational thinking (CT) has been broadly considered one of the 21st‐century competencies, and an emerging trend has been seen in integrating CT into primary education. Cumulative research was conducted to investigate the influencing factors of CT learning performance, and an ample range of factors has been identified, involving both cognitive and non‐cognitive facets. However, limited has been done in exploring the non‐cognitive factors, and even less at the primary education level.ObjectiveTo address this gap, this study bridged CT with personality in the primary school context, and more importantly, it proposed a mediator in the personality‐CT relationship that is, attitudinal beliefs, which are amenable to change, thereby allowing further support for nurturing the traits.MethodBased on the Big Five model of personality, standard tests were administered to a sample of 434 primary school students (ages 8–11), and data were analysed using structural equation modelling via Mplus. To improve the robustness of the results, control variables (i.e., demographic features, coding experience) were added to the research model, and a bootstrap approach with 5000 resamples was used to examine the mediating effect.Result and ConclusionFindings demonstrated that Conscientiousness had a positive effect on CT, and attitudinal beliefs mediated the effect of Open‐mindedness (positive) and Negative Emotionality (negative) on CT. The study contributes to the literature by enriching the CT network with non‐intellectual components and unravelling the mechanism of CT regarding how disposition traits turn into learning performance. The results implicate practitioners on the importance of encouraging conscientious behaviours and nurturing positive attitudinal beliefs in CT primary education.

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Cognitive abilities and computational thinking at age 5: Evidence for associations to sequencing and symbolic number comparison

Cited by 31 publications

References 50 publications

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

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

The symbolic thinking ability of kindergarten students in central Aceh through Montessori games based on gender

Unravelling the underlying mechanism of computational thinking: The mediating role of attitudinal beliefs between personality and learning performance

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