Abstract
Several programs have been developed worldwide to improve children’s executive functions (EFs). Yet, the role played in EF development by learning activities embedded in the school curriculum has received scarce attention. With two studies, we recently tested the effects of computational thinking (CT) and coding—a new element of the primary school curriculum—on the development of children’s EFs. CT stimulates the ability to define a clear and orderly sequence of simple and well-specified steps to solve a complex problem. We conjecture that CT skills are associated to such EF processes as response inhibition and planning. In a first between-group cluster-randomized controlled trial, we tested the effects of 1-month coding activities on 76 first graders’ planning and response inhibition against those of 1-month standard STEM activities of a control group. In a second study, we tested the effects of 1-month coding activities of 17 second graders in two ways: within group (longitudinally), against 7 months of standard activities experienced by the same children (experimental group); and between groups, in comparison to the effects of standard STEM activities in a control group of 19 second graders. The results of the two studies show significant benefits of learning to code: children exposed to coding improved significantly more in planning and inhibition tasks than control children did. The longitudinal data showed that improvements in planning and inhibition skills after 1 month of coding activities (eight lessons) were equivalent to or greater than the improvement attained after 7 months of standard activities. These findings support the hypothesis that learning CT via coding can significantly boost children’s spontaneous development of EFs.
Highlights
Between the ages of 5 and 7, in the transition period from preschool to primary school, children undergo rapid changes in their cognitive functioning (Roebers et al, 2011; Traverso et al, 2015; Vandenbroucke et al, 2017)
A steppedwedge cluster randomized trial design (Campbell et al, 2019) was used to test the effects of the intervention, with the experimental and wait list control group receiving the intervention at different times
The evidence we collected shows that children with no prior experience of coding may benefit from a short (1month) coding intervention in terms of planning and response inhibition
Summary
Between the ages of 5 and 7, in the transition period from preschool to primary school, children undergo rapid changes in their cognitive functioning (Roebers et al, 2011; Traverso et al, 2015; Vandenbroucke et al, 2017). The product of these changes, i.e., their resulting executive functioning (EF), has long-lasting effects on their future academic achievements and self-regulation skills (Altemeier et al, 2006; Friedman et al, 2014; Blair, 2016; Schmitt et al, 2017; Escobar et al, 2018; Stad et al, 2018). The role played by everyday curriculum-based, learning activities on children’s EFs has received scarce attention
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