View in EDS

Young Children's Computational Thinking: Educator Pedagogy Fostering Children's Play and Learning with a Tangible Coding Device

Saved in:
Bibliographic Details
Title: Young Children's Computational Thinking: Educator Pedagogy Fostering Children's Play and Learning with a Tangible Coding Device
Language: English
Authors: Karen Murcia (ORCID 0000-0002-1900-2781), Emma Cross (ORCID 0000-0002-0974-3287), Geoffrey Lowe (ORCID 0000-0001-9413-7080)
Source: Australian Educational Researcher. 2025 52(2):1261-1279.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Descriptors: Young Children, Computation, Thinking Skills, Play, Learning Processes, Coding, Early Childhood Education, Early Childhood Teachers, Skill Development, STEM Education
DOI: 10.1007/s13384-024-00762-9
ISSN: 0311-6999
2210-5328
Abstract: The importance of incorporating digital technologies into early childhood education is now widely accepted to help position children as creative producers and not just consumers of technology. Early childhood educators in turn have a key role to play in developing technology-related skills and competencies such as coding and computational thinking (CT). In response, internationally a range of tangible coding technologies (TCTs), or digital toys, have been created to foster the development of young children's coding and CT skills. However, to what extent are children's developing skills and knowledge encouraged by the design of the TCT itself, and the educators' pedagogy? This article reports on a study into the impact of one TCT, "Cubetto," on the CT of a group of young children in an Early Years Learning Centre in Australia, and how educators encouraged coding and CT using "Cubetto." The study revealed that "Cubetto" not only promoted children's understanding of the nature of digital technologies but encouraged CT skills such as sequencing, cause-and-effect, and foundational numeracy in a collaborative, constructivist way. This was mediated in turn by the educators' ability to utilise "Cubetto" effectively in an inquiry-based STEM learning context. Accordingly, this study notes that the incorporation of TCTs can be beneficial but need careful consideration as to their educational purpose and should be supported by developmentally appropriate pedagogical practices to maximise their potential in developing coding skills and CT in young children.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1487877
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1487877
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Young Children's Computational Thinking: Educator Pedagogy Fostering Children's Play and Learning with a Tangible Coding Device
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Karen+Murcia%22">Karen Murcia</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1900-2781">0000-0002-1900-2781</externalLink>)<br /><searchLink fieldCode="AR" term="%22Emma+Cross%22">Emma Cross</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0974-3287">0000-0002-0974-3287</externalLink>)<br /><searchLink fieldCode="AR" term="%22Geoffrey+Lowe%22">Geoffrey Lowe</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9413-7080">0000-0001-9413-7080</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Australian+Educational+Researcher%22"><i>Australian Educational Researcher</i></searchLink>. 2025 52(2):1261-1279.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 19
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Computation%22">Computation</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Coding%22">Coding</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Teachers%22">Early Childhood Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s13384-024-00762-9
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0311-6999<br />2210-5328
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The importance of incorporating digital technologies into early childhood education is now widely accepted to help position children as creative producers and not just consumers of technology. Early childhood educators in turn have a key role to play in developing technology-related skills and competencies such as coding and computational thinking (CT). In response, internationally a range of tangible coding technologies (TCTs), or digital toys, have been created to foster the development of young children's coding and CT skills. However, to what extent are children's developing skills and knowledge encouraged by the design of the TCT itself, and the educators' pedagogy? This article reports on a study into the impact of one TCT, "Cubetto," on the CT of a group of young children in an Early Years Learning Centre in Australia, and how educators encouraged coding and CT using "Cubetto." The study revealed that "Cubetto" not only promoted children's understanding of the nature of digital technologies but encouraged CT skills such as sequencing, cause-and-effect, and foundational numeracy in a collaborative, constructivist way. This was mediated in turn by the educators' ability to utilise "Cubetto" effectively in an inquiry-based STEM learning context. Accordingly, this study notes that the incorporation of TCTs can be beneficial but need careful consideration as to their educational purpose and should be supported by developmentally appropriate pedagogical practices to maximise their potential in developing coding skills and CT in young children.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1487877
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1487877
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s13384-024-00762-9
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 1261
    Subjects:
      – SubjectFull: Young Children
        Type: general
      – SubjectFull: Computation
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Play
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Coding
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Early Childhood Teachers
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: STEM Education
        Type: general
    Titles:
      – TitleFull: Young Children's Computational Thinking: Educator Pedagogy Fostering Children's Play and Learning with a Tangible Coding Device
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Karen Murcia
      – PersonEntity:
          Name:
            NameFull: Emma Cross
      – PersonEntity:
          Name:
            NameFull: Geoffrey Lowe
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0311-6999
            – Type: issn-electronic
              Value: 2210-5328
          Numbering:
            – Type: volume
              Value: 52
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Australian Educational Researcher
              Type: main
ResultId 1