A Systematic Review on Preschool Coding Education and Computational Thinking

This study aims to examine articles on coding education and computational thinking (CT) in preschool education within the international literature published between 2013 and 2023, based on various variables. In the context of the Turkish literature, there is only one systematic review that addresses coding studies during the preschool period, and it focuses solely on research conducted in Turkey. Therefore, this study, which reviews articles indexed in international databases, is considered important in terms of offering different perspectives to researchers in Turkey. The study employed a systematic review methodology. An electronic search was conducted to identify relevant studies, resulting in a total of 70 articles selected based on specific inclusion and exclusion criteria. According to the findings, the most frequently addressed concepts/topics in the reviewed articles were loops and sequences. It was also found that a variety of materials (e.g., coding blocks, mats, pictures, papers) were commonly used in teaching with unplugged coding tools. Among plugged coding platforms, ScratchJr was the most frequently used; among unplugged robotic tools, Bee-Bot was the most common; and among plugged robotic tools, Blue-Bot was the most prevalent. CT, coding skills, and cognitive skills were the most frequently examined variables. The most common overarching theme was education for young children using various subjects and instructional techniques. Based on the findings, recommendations were presented in five main areas: teachers, educational policies, tools and materials, research methods and techniques, and parental involvement. In conclusion, the findings of this study are expected to guide both practitioners and researchers in the field of early childhood education, particularly those working on coding and CT skill development.