Computational Thinking and Coding for Young Children: A Hybrid Approach to Link Unplugged and Plugged Activities

In our increasingly technology-dependent society, the importance of promoting digital literacy (e.g., computational thinking, coding, and programming) has become a critical focus in field childhood education. While young children these days are routinely extensively exposed to devices tools, efficacy methods for fostering skills early classroom not always been closely considered. This is particularly true settings where educators experts. Currently, most efforts standard settings, taught by teachers who experts, appear revolve around “unplugged” activities that do directly involve tools or devices, it entirely clear how well lessons promote corresponding “plugged” such as coding programming. article discusses how, through further research, we may be able devise an effective method seamlessly building among children, transcending “unplugged vs. plugged” barriers effortlessly.