Beyond computing: Computational thinking is associated with sequencing ability and self-regulation among Chinese young children

Abstract

Computing education has progressively entered into children's early years. Due to a proliferation of computing education programs and coding tools designed for young children, research on the relationships between computational thinking (CT) and other domains of learning and development is highly warranted. Yet, there is little empirical evidence that shows the relationship between CT and children's overall cognitive functioning. As such, this study explored the relationships between Chinese children's CT and their sequencing ability and self-regulation in early childhood. One hundred and one Chinese young children (Ngirl = 52 and Nboy = 49; Mage = 5.25, SD = 0.73) were recruited and evaluated with three reliable instruments. Hierarchical regression analyses indicated that: (1) CT positively predicted sequencing ability (β = 0.27, p < .05) even after controlling for relevant demographic covariates such as age, gender, and family socioeconomic status; (2) CT positively predicted self-regulation (β = 0.47, p < .001) after controlling for demographic covariates. Our findings suggest that CT may be a domain-general ability that is based on cognitive foundations that extend beyond the realm of computing.