Enhancing computational thinking through coding education in primary school students: an experimental study on the impact of early programming exposure on problem-solving skills

From a theoretical perspective, the study contributes to the literature by demonstrating that the concrete operational stage of development (ages 7-11) represents a critical period for the development of abstract algorithmic thinking through programming. From a practical standpoint, the results provide evidence-based support for integrating coding into primary education not merely as a professional competency, but as a cognitive development opportunity essential for 21st-century digital literacy.