Scratch-ing the Surface: Neural Signatures from ScratchJr Processing in Children

In recent years, there has been a push to introduce the teaching of computer science, computational thinking, and programming into early childhood education. Despite this, there is limited neuroscientific research on the specific cognitive mechanisms used to process computer programming in young children. Empirical evidence from neuroscience studies can serve to help us understand how people process information and engage in the learning of computer science and can inform educational practice. Research findings: We present an exploratory electroencephalogram (EEG) research study examining the processing of 20 children (aged 5-10) while using the free ScratchJr programming language. Preliminary EEG findings reveal N400 effects in frontal electrodes, with neither literacy nor ScratchJr competence modulating these effects. Practice or policy: This study can inform the growing early childhood coding movement to introduce developmentally appropriate technologies and pedagogies that frame computer programming as a tool for expression and communication, in addition to promoting complex problem solving. Research findings such as these can inform standards used to teach programming in early childhood education including the age at which it’s introduced, the disciplines it’s grouped with, and the personalization given to individuals with varying needs.