Computational thinking in early childhood is underpinned by sequencing ability and self-regulation: a cross-sectional study
Author:
Publisher
Springer Science and Business Media LLC
Subject
Library and Information Sciences,Education
Link
https://link.springer.com/content/pdf/10.1007/s10639-023-11787-5.pdf
Reference73 articles.
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2. Ambrosio, A. P., Xavier, C., & Georges, F. (2014). Digital ink for cognitive assessment of computational thinking. In 2014 IEEE Frontiers in Education Conference (pp. 1520–1526). https://doi.org/10.1109/FIE.2014.7044237
3. Arfé, B., Vardanega, T., Montuori, C., & Lavanga, M. (2019). Coding in primary grades boosts children’s executive functions. Frontiers in Psychology, 10, 2713. https://doi.org/10.3389/fpsyg.2019.02713.
4. Arfé, B., Vardanega, T., & Ronconi, L. (2020). The effects of coding on children’s planning and inhibition skills. Computers & Education, 148, 103807. https://doi.org/10.1016/j.compedu.2020.103807.
5. Baumeister, R. F., & Vohs, K. D. (2003). Self-regulation and the executive function of the self. Handbook of Self and Identity, 1, 197–217.
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