The effects of game, music and movement integrated unplugged coding activities provision to enhance computational thinking of young children

Abstract

The purpose of this research was to compare the computational thinking of young children before and after game, music and movement integrated unplugged coding activities. The subjects used in this study consisted of 12 male and female preschool children ranging in age between of 4 – 5 years old and were studying in kindergarten level 2 in the second semester year of 2021 at Anuban Pathumthani School, under Pathumthani Educational Service Area Office 1 by using a specific selection method.
The tools used in this study include: 1) 24 plans of game, music and movement integrated unplugged coding activities and 2) performance assessment for computational thinking using the situation for young children. The data were analyzed by using the mean, standard deviation and content analysis.

The results of the study showed that young children who received game, music and movement integrated unplugged coding activities had an average score higher than before the organizing activities and per section, with an average before activity of 10.17 and an average after activity of 22.50 per. Decomposition has the most mean scores was 5.83, followed by algorithms the mean was 5.75, abstraction the mean was 5.58, and pattern recognition the mean was 5.33.