A Literature Review of Coding for Early Childhood

Proceedings of the 2nd Borobudur International Symposium on Humanities and Social Sciences, BIS-HSS 2020, 18 November 2020, Magelang, Central Java, Indonesia Pub Date : 1900-01-01 DOI:10.4108/eai.18-11-2020.2311709

Reza Edwin Sulistyaningtyas, P. Yuliantoro, Dian Astiyani, Chomisah Nugraheni

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引用次数: 1

Abstract

Since coding is an essential skill in the 21st century, computational thinking should be built first as its foundation. Introduction to coding can start from an early childhood and early level of elementary school. This article systematically searched for some articles about coding for early childhood. A total of nine articles discussing coding for early childhood, the tools used, and its influences on early childhood development were analyzed. These articles were selected based on year of publication, age group, and learning outcome. The results found that the introduction of coding for early childhood can be implemented through plugged-in and unplugged activities. The literature revealed that coding on early childhood development can increase cognitive ability, communication, collaboration, creativity, and executive function (planning, task completion, and inhibition

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幼儿编码的文献综述

由于编码是21世纪的一项基本技能，因此首先应该建立计算思维作为其基础。编程的入门可以从幼儿和小学早期开始。本文系统地检索了一些关于幼儿编码的文章。本文共收录了九篇文章，讨论了儿童早期编码、使用的工具及其对儿童早期发展的影响。这些文章是根据发表年份、年龄组和学习结果选择的。结果发现，幼儿编码的引入可以通过插电和不插电的活动来实施。文献显示，编码在儿童早期发展中可以提高认知能力、沟通、协作、创造力和执行功能(计划、任务完成和抑制)

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Proceedings of the 2nd Borobudur International Symposium on Humanities and Social Sciences, BIS-HSS 2020, 18 November 2020, Magelang, Central Java, Indonesia

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