Teaching Programming Improves Executive Functions, especially in Low Socioeconomic Status Preschoolers

Abstract

Coding involves complex cognitive processing, which, in turn, relies on more basic cognitive functions. However, it is still quite unexplored whether teaching programming can also improve other cognitive processes. In this study we analyze whether teaching programming (recently incorporated into many educational curriculum worldwide) trains executive functions in preschoolers from different socioeconomic backgrounds. A cluster-randomized controlled trial was carried out in one low and one medium socioeconomic status kindergartens. Five-year-old classrooms were assigned to a study group (that received programming instruction with ScratchJr) or a control group (who worked on art exercises). Activities in both groups included tablets and were carried out by the classroom?s teachers. All children were administered a wide battery of computerized executive functions tests before and after the implementation of training or control activities; and their parents were administered a socioeconomic level survey. Teaching programming with ScratchJr increased achievements in inhibitory control, non-verbal intelligence and working memory only in the low socioeconomic status group; and improved attention scores independently of socioeconomic status. No impact was found for planning. Our results show that teaching programming, besides its intrinsic value, can also train cognitive processes crucial for success in school, especially in most vulnerable children.