Can Learning to Code Impact Self-Regulation Skills in the Kindergarten Classroom?

• In Event: Poster Session 11
  In Poster Session: Machines and Digital Agents

Abstract

This proposal focuses on self-regulation in the context of learning to code in kindergarten classrooms using a newly created, developmentally appropriate, computer programming language, ScratchJr, designed for children ages five to seven. This proposal addresses the questions: Can learning to code impact self-regulation skills in kindergarten students? If learning to code impacts self-regulation skills in kindergarten students does more exposure to the computer programming software, in this case, ScratchJr, lead to a greater impact on self-regulation skills? Results indicate a significant increase in self-regulation scores from pre-testing to post-testing for children who participated in sixteen lessons of ScratchJr. Implications and limitations of this study are discussed.

Authors

• Elizabeth R. Kazakoff, Tufts University

• Marina U. Bers, Tufts University