Enhancing Computational Thinking,Spatial Reasoning,and Executive Function Skills: The Impact of Tangible Programming Tools in Early Childhood and Across Different Learner Stages

Abstract

Tangible programming tools (TPTs) are promising teaching aids in programming courses due to their interactivity and ability to enhance early childhood students’ computational thinking, spatial reasoning, and executive function skills. However, it remains unclear whether TPTs support these skills simultaneously. This study examines the impact of TPTs on enhancing cognitive thinking skills among students at different developmental stages, with a focus on early childhood education. A quasi-experimental study with pre- and post-tests was conducted involving 82 preschoolers aged 5-7. Participants were categorized into three developmental stages (beginner, intermediate, advanced) based on their prior programming experience. A TPT called “Bee-bot Brushing Challenge: A Computational Adventure” was employed during a STEM summer camp program. The findings revealed significant improvements in students’ abstract thinking, problem decomposition, and spatial reasoning skills, particularly among beginners. Participants at intermediate levels showed notable improvement in algorithm design and efficiency. Results also indicate significant differences in cognitive flexibility and inhibitory control between groups, with advanced students outperforming beginners and intermediates while working memory remained unaffected. This research provides important evidence supporting the inclusion of TPTs in early childhood curricula to foster comprehensive cognitive development. It offers valuable insights for educators and policymakers in designing similar learning environments.