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The Role of Executive Function and Self-Regulation in the Development of Computational Thinking

The Role of Executive Function and Self-Regulation in the Development of Computational Thinking

Elizabeth Kazakoff Myers
Copyright: © 2021 |Pages: 20
ISBN13: 9781799873082|ISBN10: 1799873080|ISBN13 Softcover: 9781799873099|EISBN13: 9781799873105
DOI: 10.4018/978-1-7998-7308-2.ch004
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MLA

Myers, Elizabeth Kazakoff. "The Role of Executive Function and Self-Regulation in the Development of Computational Thinking." Teaching Computational Thinking and Coding to Young Children, edited by Marina Bers, IGI Global, 2021, pp. 64-83. https://doi.org/10.4018/978-1-7998-7308-2.ch004

APA

Myers, E. K. (2021). The Role of Executive Function and Self-Regulation in the Development of Computational Thinking. In M. Bers (Ed.), Teaching Computational Thinking and Coding to Young Children (pp. 64-83). IGI Global. https://doi.org/10.4018/978-1-7998-7308-2.ch004

Chicago

Myers, Elizabeth Kazakoff. "The Role of Executive Function and Self-Regulation in the Development of Computational Thinking." In Teaching Computational Thinking and Coding to Young Children, edited by Marina Bers, 64-83. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7308-2.ch004

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Abstract

This chapter summarizes theoretical connections between computational thinking through learning to code, self-regulation, and executive function and discusses why it is important to continue exploring the intersection of executive function, self-regulation, and computational thinking, including the need to revisit the socio-cultural underpinnings of foundational self-regulation, executive function, and school readiness research. As an example, findings from a 2014 study that explored the relationship between self-regulation and computational thinking when learning to code are shared. Research supports the idea of teaching computational thinking skills within an integrated early childhood curriculum to support the development of well-prepared citizens for the 21st century by drawing on the connections between executive function, self-regulation, and computational thinking.

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