Beyond Coding: Effects of a Computing Curriculum on Preschoolers’ Computational Thinking,Math,Language,and Social-Emotional Skills

Abstract

The integration of coding into early childhood education has gained traction globally, yet evidence of its efficacy in fostering diverse developmental domains remains limited. This study aimed to (1) assess effects of a coding curriculum on preschoolers’ computational thinking (CT), math, language, and social-emotional outcomes, and (2) examine whether effects varied by gender and family socioeconomic status (SES). Participants included 360 preschoolers (M_age = 62.9 months; 179 girls, 181 boys). The treatment group comprised 202 children (91 girls), while the control group included 158 children (88 girls). The treatment group received the computing curriculum, involving age-appropriate coding activities, lasting for eight weeks. Outcomes were measured using standardized assessments. Multilevel modeling and ANOVA revealed that the coding curriculum yielded mixed effects: significant gains in spatial skills (d = 0.21) and emotion regulation (d = 0.24), but a null effect on numeracy (d = −0.15). Children from lower-SES backgrounds showed pronounced improvements in CT (d = 0.22) and prosocial skills (d = 0.63) compared to higher-SES peers. No significant differences emerged for language outcomes. Preschool computing education demonstrates potential to enhance spatial reasoning and emotion regulation, with equitable benefits in CT and prosocial skills for disadvantaged children.

Keywords

coding curriculum computing education early childhood education computational thinking school readiness

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