Kids and Coding

The premise of introducing computer science into early childhood education is far from a new idea. Radia Joy Perlman, working alongside Seymour Papert, began studying the cognitive impact of programing on children in 1974 using TORTIS ("Toddler's Own Recursive Turtle Interpreter System"). Posterior studies centered on the programming language LOGO. In 1984, two Kent State University researchers, utilizing LOGO, undertook a study that aimed at assessing “the effects of learning computer programming on children’s cognitive style…, metacognitive ability, cognitive development…, and ability to describe direction” (Clements & Gullo, 1984). The assertion of all of the studies engaged is to attempt to define, assess and quantify a conceptual notion referred to as educational transference or “learning transfer – the idea that learning in one context will automatically transfer across to others” (Buckingham, 2015).

Numerous more studies have come, gone, and continue to evolve. I would be remiss by not noting that “any benefits derived…can be to interactive experiences with computers…rather than to the programming per se” (Clements & Gullo, 1984), yet, as far as studies have concluded, “there is no published research reporting potential negative effects of the use of programming environments in cognitive and/or social development of children” (Fessakis, Gouli, & Mavroudi, 2013). As such, I agree with Naughton’s premise that “tomorrow’s educated person will know how to program a computer” (Stair & Reynolds, 2014) considering that successive testing of children has produced replicable results documenting how “programming may affect cognitive style”. (Clements & Gullo, 1984). Additionally, these studies produce evidence that “supports the…value…in learning mathematics, in the improvement of thinking skills as well as in the development of problem solving strategies”. (Fessakis, Gouli, & Mavroudi, 2013).

John Naughton, professor of the public understanding of technology at the Open University, remains a vocal champion of introducing computer science into early childhood education. As he purports, computer science has the inherent benefit of providing children with both an understanding of their networked world while additionally inducing “computational thinking, and it’s about…thinking recursively…and deploying heuristic reasoning, iteration and search to discover solutions to complex problems” (Naughton, 2012). However, the simple notion remains more complicated that just implementing such a course of action as “the availability of software programming environments is not enough…Experimentally validated teaching/learning approaches, documented best practices, learning resources, curriculum standards, professional development and support for teachers are also need” (Fessakis, Gouli, & Mavroudi, 2013).

 Factually, and economically, speaking, the main deterrent thwarting the addition of computer science into elementary curricula “is not the availability of developmentally appropriate computer programming environments but rather the development of appropriately designed learning activities and supporting material” (Fessakis, Gouli, & Mavroudi, 2013). Furthermore, “learning activities involving programming and targeted at children must be carefully designed so that they are meaningful and challenging…but also achievable” (Fessakis, Gouli, & Mavroudi, 2013) in order to maintain engagement.

Reference List

Buckingham, D. (2015). Why Children Should not be Taught to Code. Retrieved from dividbuckingham.net: https://davidbuckingham.net/2015/07/13/why-children-should-not-be-taught-to-code/

Clements, D. H., & Gullo, D. F. (1984). Effects of Computer Programming on Young Children's Cognition. Journal of Educational Psychology, 76(6), 1051-1058. Retrieved from https://www.researchgate.net/profile/Douglas_Clements/publication/232539181_Effects_of_Computer_Programming_on_Young_Children's_Cognition/links/0c96053626d4ec684a000000.pdf

Fessakis, G., Gouli, E., & Mavroudi, E. (2013). Problem Solving by 5-6 Years Old Kindergarten Children in a Computer Programming Environment: A Case Study. Computers & Education, 63. Retrieved from http://s3.amazonaws.com/academia.edu.documents/38944358/2013_CE_FESSAKIS_GOULI_MAVROUDI_vF.pdf?AWSAccessKeyId=AKIAJ56TQJRTWSMTNPEA&Expires=1478642061&Signature=4TufxIK%2BjwuRpCPVzEsKrM02OQ0%3D&response-content-disposition=inline%3B%20filename%3DProblem_so

Naughton, J. (2012). Why All Our Kids Should be Taught how to Code. Retrieved from The Guardian: https://www.theguardian.com/education/2012/mar/31/why-kids-should-be-taught-code

Stair, R. M., & Reynolds, G. W. (2014). Fundamentals of Information Systems (8th ed.). Boston: Cengage Learning.