Research Article
A Literature Review of Coding for Early Childhood
@INPROCEEDINGS{10.4108/eai.18-11-2020.2311709, author={Reza Edwin Sulistyaningtyas and Prasetyo Yuliantoro and Dian Astiyani and Chomisah Nugraheni}, title={A Literature Review of Coding for Early Childhood}, proceedings={Proceedings of the 2nd Borobudur International Symposium on Humanities and Social Sciences, BIS-HSS 2020, 18 November 2020, Magelang, Central Java, Indonesia}, publisher={EAI}, proceedings_a={BIS-HSS}, year={2021}, month={9}, keywords={coding early childhood computational thinking literature review}, doi={10.4108/eai.18-11-2020.2311709} }- Reza Edwin Sulistyaningtyas
Prasetyo Yuliantoro
Dian Astiyani
Chomisah Nugraheni
Year: 2021
A Literature Review of Coding for Early Childhood
BIS-HSS
EAI
DOI: 10.4108/eai.18-11-2020.2311709
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 decrease).