An Experimental Study on the Promotion of Preschoolers'Computational Thinking Development through Plugged and Unplugged Curriculum Interventions
Early computational thinking education can bring many benefits to children's development,and previous research has also confirmed that children have the ability to master different computational thinking concepts and basic programming skills.However,there has been no in-depth research on the differences between plugged and unplugged computational thinking education,and the learning effects that these differences bring.This study used a pretest-posttest,randomized controlled experimental design to compare the effects of robot programming curriculum,tablet programming curriculum,and unplugged computational thinking education activities on the computational thinking development of 91 five-year-old children.The results showed that compared to unplugged computational thinking education,robot programming and tablet programming interventions more effectively improved children's computational thinking skills.The debugging process in programming activities theoretically helps children develop other computational thinking skills,such as algorithm design and pattern recognition.In contrast,unplugged computational thinking activities cannot provide debugging opportunities,thus providing lower effects on promoting computational thinking development.The results of this study support this view,indicating that programming activities supported by digital technology can better promote preschoolers'computational thinking development.In addition,this study found that in the sociocultural background of China,both 5-year-old boys and girls can benefit from plugged programming activities,and the influence of family background on learning effects is relatively small.
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