The Effect of Coding Activities on Cognitive Tempo of Preschool Children

Yasemin Karagöz; Özden Kuşcu; Elif Zararsız Sepetçioğlu

Makale detayları

The Effect of Coding Activities on Cognitive Tempo of Preschool Children

Yazarlar:

Yasemin Karagöz | Özden Kuşcu | Elif Zararsız Sepetçioğlu

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Çocuk Gelişimi Eğitimi

Dergi:

Ahmet Keleşoğlu Eğitim Fakültesi Dergisi Vol.7 Issue 1, pp.57-69

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001338577

pISSN:

2687-1750

Anahtar kelimeler:

Özet:

 Coding activities support cognitive thinking skills by increasing childrens imagination and creativity, improving their problem-solving skills, enabling them to produce different solutions to an problem situation, and transferring these solutions to similar problem situations. This research aims to examine the effects of coding activities on the cognitive styles of preschool children. The study group of this research, which has an experimental design with a pretest-posttest control group, consists of a total of 25 children, 13 of whom are in the experimental group and 12 of whom are in the control group, studying in a public kindergarten in Selçuklu district of Konya province. The data collection tool used in this study to determine the cognitive tempo of participating children was KRISP-A Kansas Reflection-Impulsivity Scale for Preschoolers, Form A, developed by Wright 1971 and adapted into Turkish by Seçer and colleagues 2010. A total of 20 sessions of Coding Activities were carried out with the children in the experimental group twice a week for ten weeks. No study was conducted with the control group, and the preschool program continued. The study concluded that coding activities shortened the response time of the children in the experimental group; in other words, coding activities supported the childrens ability to respond faster.

 Coding activities support cognitive thinking skills by increasing childrens imagination and creativity, improving their problem-solving skills, enabling them to produce different solutions to an problem situation, and transferring these solutions to similar problem situations. This research aims to examine the effects of coding activities on the cognitive styles of preschool children. The study group of this research, which has an experimental design with a pretest-posttest control group, consists of a total of 25 children, 13 of whom are in the experimental group and 12 of whom are in the control group, studying in a public kindergarten in Selçuklu district of Konya province. The data collection tool used in this study to determine the cognitive tempo of participating children was KRISP-A Kansas Reflection-Impulsivity Scale for Preschoolers, Form A, developed by Wright 1971 and adapted into Turkish by Seçer and colleagues 2010. A total of 20 sessions of Coding Activities were carried out with the children in the experimental group twice a week for ten weeks. No study was conducted with the control group, and the preschool program continued. The study concluded that coding activities shortened the response time of the children in the experimental group; in other words, coding activities supported the childrens ability to respond faster.

 Coding activities support cognitive thinking skills by increasing childrens imagination and creativity, improving their problem-solving skills, enabling them to produce different solutions to an problem situation, and transferring these solutions to similar problem situations. This research aims to examine the effects of coding activities on the cognitive styles of preschool children. The study group of this research, which has an experimental design with a pretest-posttest control group, consists of a total of 25 children, 13 of whom are in the experimental group and 12 of whom are in the control group, studying in a public kindergarten in Selçuklu district of Konya province. The data collection tool used in this study to determine the cognitive tempo of participating children was KRISP-A Kansas Reflection-Impulsivity Scale for Preschoolers, Form A, developed by Wright 1971 and adapted into Turkish by Seçer and colleagues 2010. A total of 20 sessions of Coding Activities were carried out with the children in the experimental group twice a week for ten weeks. No study was conducted with the control group, and the preschool program continued. The study concluded that coding activities shortened the response time of the children in the experimental group; in other words, coding activities supported the childrens ability to respond faster.

 Kodlama etkinlikleri, çocukların hayal gücü ve yaratıcılığını artıran, problem çözme becerilerini geliştiren, var olan bir problem durumuna farklı çözüm yolları üretebilmesini sağlayan ve bu çözüm yollarını benzer problem durumlarına transfer ederek bilişsel düşünme becerilerini desteklemektedir. Bu araştırma kodlama etkinliklerinin okul öncesi dönemi çocuklarının bilişsel stillerine etkisini incelemeyi amaçlamaktadır. Öntest-sontest kontrol gruplu deneysel desenli olan bu araştırmanın çalışma grubunu Konya ili Selçuklu ilçesinde bulunan bir devlet anaokulunda eğitim almakta olan 13ü deney grubunda, 12si kontrol grubunda olmak üzere toplam 25 çocuk oluşturmaktadır. Çalışmaya katılan çocukların bilişsel tempolarını belirlemek amacıyla Wright 1971 tarafından geliştirilen ve Seçer ve ark. 2010 tarafından Türkçeye uyarlaması yapılan KRISP-A Kansas Okul Öncesi Dönemdeki Çocuklar için Düşünsellik  İçtepisellik Ölçeği A Formu veri toplama aracı olarak kullanılmıştır. Deney grubundaki çocuklar ile on hafta olmak üzere haftada iki oturum şeklinde toplam 20 oturumluk Kodlama Etkinlikleri yapılmıştır. Araştırmanın kontrol grubuyla herhangi bir çalışma yapılmayıp okul öncesi programa devam edilmiştir. Araştırmada kodlama etkinliklerinin deney grubu çocuklarının yanıt süresini kısalttığı, başka bir deyişle kodlama etkinliklerinin çocukların daha hızlı yanıt verebilme becerisini desteklediği sonucuna ulaşılmıştır.

Makale detayları

The Effect of Coding Activities on Cognitive Tempo of Preschool Children

Yazarlar:

Yasemin Karagöz | Özden Kuşcu | Elif Zararsız Sepetçioğlu

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Çocuk Gelişimi Eğitimi

Dergi:

Ahmet Keleşoğlu Eğitim Fakültesi Dergisi Vol.7 Issue 1, pp.57-69

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001338577

pISSN:

2687-1750

Coding activities

Cognitive themes

Preschool childrenKodlama etkinlikleri

Bilişsel tempo

Okul öncesi

Sayı

Makale detayları

The Effect of Coding Activities on Cognitive Tempo of Preschool Children

Yazarlar: Yasemin Karagöz | Özden Kuşcu | Elif Zararsız Sepetçioğlu

Yayıncı: Necmettin Erbakan University

Ana Başlıklar: Çocuk Gelişimi Eğitimi

Dergi: Ahmet Keleşoğlu Eğitim Fakültesi Dergisi Vol.7 Issue 1, pp.57-69

Belge Tipi: Makale

Yayın Tarihi: 3/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001338577

pISSN: 2687-1750

Coding activities

Cognitive themes

Preschool childrenKodlama etkinlikleri

Bilişsel tempo

Okul öncesi

Sayı

Yazarlar:

Yasemin Karagöz | Özden Kuşcu | Elif Zararsız Sepetçioğlu

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Çocuk Gelişimi Eğitimi

Dergi:

Ahmet Keleşoğlu Eğitim Fakültesi Dergisi Vol.7 Issue 1, pp.57-69

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001338577

pISSN:

2687-1750