The Effect Of Coding Activities On Cognitive Tempo Of Preschool Children

Coding activities support cognitive thinking skills by increasing children's 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. This research is 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 children's ability to respond faster.