Meta-thematic synthesis of research on early childhood coding education: A comprehensive review-Reference-Cited by-同舟云学术

Meta-thematic synthesis of research on early childhood coding education: A comprehensive review

Published:2024-04-24 Issue: Volume: Page:
ISSN:1360-2357
Container-title:Education and Information Technologies
language:en
Short-container-title:Educ Inf Technol

Author:

Başaran Mehmet^ORCID,Metin Şermin^ORCID,Vural Ömer Faruk

Abstract

AbstractThe growing significance of coding in 21st-century early childhood education extends beyond technical proficiency, encompassing cognitive development, problem-solving, and creativity. Coding is being integrated globally into educational curricula to prepare students for the digital era. This research examines coding’s potential impact on cognitive and socio-emotional development and emphasizes the need for evidence-based analysis. A meta-thematic analysis synthesizes qualitative data from various studies in a study on coding’s effects on preschool children’s cognitive and socio-emotional development. It focuses on two themes: cognitive contributions and socio-emotional contributions. Thirteen suitable studies were identified from 942 visualized using the PRISMA flow diagram. Coding education enhances cognitive and socio-emotional skills in preschoolers, with implications for curriculum integration. In summary, coding’s holistic benefits in early childhood education are explored, and a meta-thematic analysis investigates its influence on cognitive and socio-emotional domains in preschoolers, emphasizing the need for rigorous evidence-based research.

Funder

Gaziantep University

Publisher

Springer Science and Business Media LLC

Link

https://link.springer.com/content/pdf/10.1007/s10639-024-12675-2.pdf

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