Effects of cognitive control strategies on coding learning outcomes in early childhood

Lin Wang, Donglin Shi, Fengji Geng, Xiaoxin Hao, Fu Chanjuan and Yan Li

The Journal of Educational Research, 2022, vol. 115, issue 2, 133-145

Abstract: Coding learning involves cognitive control ability that enables children to coordinate behaviors according to internally maintained goals. However, such ability is still developing during early childhood and cannot reach maturity at least until late adolescence. This study aimed to test whether integrating cognitive control strategies into online and offline coding courses could benefit coding learning in early childhood. The results of Study 1 indicated that performance monitoring strategy did not improve coding learning outcome, which might be due to the lack of explicit instruction and social interactions. Then, during the offline coding courses in Study 2, we intentionally taught young children to use planning, monitoring, and reflection strategies based on games and collaboration. The results indicated that these strategies promoted the learning of highly-abstract coding skills. Therefore, the cognitive control strategies that are age-appropriately designed and integrated can exert positive effect on learning coding skills in early childhood.

Date: 2022
References: Add references at CitEc
Citations:

Downloads: (external link)
http://hdl.handle.net/10.1080/00220671.2022.2074946 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:vjerxx:v:115:y:2022:i:2:p:133-145

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/vjer20

DOI: 10.1080/00220671.2022.2074946

Access Statistics for this article

The Journal of Educational Research is currently edited by Mary F. Heller

More articles in The Journal of Educational Research from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().