This Special Issue on Computational Thinking and Coding in Childhood brings together ten articles addressing the topic from a range of perspectives and disciplinary backgrounds.Amid increased international interest in younger children"s engagement with computer science and programming, many questions remain about how to provide tools, environments and curricula that embody appropriate progression and engender motivation for these topics across the years.The papers in this volume address and discuss a number of these questions, as well as raising important new questions.
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Howland et al. (2018) studied this question.
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