In the rapidly evolving landscape of early childhood education, a groundbreaking study has emerged that sheds new light on the development of computational thinking and executive functions in preschool children. Published in the esteemed International Journal of STEM Education in 2025, the research conducted by Zhang, Chen, Hu, and colleagues offers a comprehensive comparison between two distinct pedagogical approaches: unplugged activities versus robot programming tasks. The findings challenge traditional notions of how young learners engage with computational concepts and executive skills, promising to reshape early STEM education for years to come.
Computational thinking, often characterized as the foundational skill set underlying computer science, involves problem decomposition, pattern recognition, abstraction, and algorithmic thinking. In preschoolers, fostering these abilities is particularly challenging due to their still-developing cognitive capacities and limited attention spans. The study meticulously explores how these computational competencies intertwine with executive functions — cognitive processes such as working memory, inhibitory control, and cognitive flexibility — which are crucial for goal-directed behavior and self-regulation.
The researchers crafted an experimental design featuring two intervention groups. One engaged in unplugged activities, which are hands-on, screen-free exercises designed to introduce computational concepts through storytelling, physical movement, and tangible materials. The other group interacted with robot programming tasks, where preschoolers programmed simple robots to navigate mazes or perform specific actions, leveraging tangible coding interfaces. This juxtaposition allowed the researchers to dissect the differential impact of embodied versus technology-centered learning experiences on cognitive development.
Throughout the study, careful attention was paid to developmental appropriateness and engagement levels. Unplugged activities, deeply rooted in play-based learning traditions, provided a familiar yet novel context for computational exploration. Tasks might include sequencing story events with physical cards or using role-playing to simulate algorithmic procedures. Conversely, robot programming introduced children to a controllable, interactive environment where cause-and-effect relationships became immediately apparent, potentially fostering deeper engagement through dynamic feedback.
The inclusion of executive function measures alongside computational thinking assessments is critical. Executive functions, which enable the regulation of thought and behavior, are widely recognized as predictive of academic success and life outcomes. By evaluating these in tandem, the study addresses an essential gap in understanding how emergent computational skills complement broader cognitive capacities in early childhood.
Results revealed nuanced differences between the two pedagogical approaches. Children participating in robot programming activities demonstrated significant improvements in working memory capacity and cognitive flexibility, arguably due to the immediate, goal-oriented feedback that robot tasks provided. The necessity to plan and adjust commands in real time appeared to scaffold enhanced executive control, enabling children to better juggle task demands and adapt to changing situations.
Conversely, unplugged activities were particularly effective at nurturing foundational computational thinking skills such as sequencing and pattern recognition. By embedding these concepts within narrative and physical contexts, unplugged tasks capitalized on children’s imaginative engagement and fine motor skills. This mode seemed especially beneficial for inhibitory control, as children had to wait their turns and follow multi-step instructions without the distraction or stimulation of digital interfaces.
Importantly, the study underscores that neither approach exclusively outperforms the other across all cognitive domains. Rather, they appear complementary. The unplugged method strengthens early conceptual understanding in a low-pressure, socially interactive environment, while robot programming intensifies cognitive challenge and promotes adaptability through goal-directed tasks. This synergy suggests a hybrid instructional model could optimize developmental outcomes by balancing hands-on creativity with immersive technology use.
Technical analyses employed advanced statistical models to assess pre- and post-intervention performance on standardized executive function tasks and customized computational thinking assessments. These models controlled for confounding variables such as baseline cognitive ability, socioeconomic status, and prior exposure to similar activities. The robustness of these controls affirms the reliability of observed effects and enhances confidence in the generalizability of the findings.
Furthermore, qualitative observations documented high levels of intrinsic motivation and collaboration among participating children, particularly within robot programming sessions. The tangible contingencies of coding robots appeared to foster peer discussion and shared problem-solving, hallmarks of effective learning environments. Such social dynamics may further amplify cognitive gains by embedding computational challenges within a scaffolded, community-supported framework.
From an applied perspective, the study offers actionable insights for educators and curriculum developers striving to integrate computational thinking into early childhood programs. The careful delineation of unplugged and robot-based modalities equips practitioners with evidence-based guidance to tailor instruction according to developmental readiness, resource availability, and educational goals. Moreover, incorporating executive function training within computational learning agendas may enhance not only coding proficiency but also broader academic and behavioral competencies.
The research also invites reconsideration of the pacing and sequencing of early STEM curricula. Rapid immersion in robotic programming might overwhelm some learners without prior conceptual grounding, while exclusive reliance on unplugged methods may underutilize children’s curiosity for interactive technology. As such, a scaffolding approach — progressively layering unplugged foundational activities with increasing robotic complexity — could maximize engagement and developmental appropriateness.
Beyond the immediate educational implications, the study contributes to theoretical frameworks linking computational thinking and executive functions. By empirically substantiating how specific pedagogies mediate enhancement of these intertwined domains, the work advances our understanding of cognitive plasticity during critical developmental windows. Future research is encouraged to explore longitudinal trajectories stemming from these early interventions, including potential effects on later academic achievement and STEM career interests.
Additionally, this research addresses equity considerations by emphasizing accessible, low-cost unplugged methods alongside more resource-intensive robotic programming. This dual focus acknowledges disparities in access to technology-rich learning environments and advocates inclusive strategies to democratize early computational education, particularly for under-resourced communities.
In a technological era increasingly defined by automation, artificial intelligence, and digital fluency, cultivating computational thinking and executive functions from the preschool years emerges as not merely desirable but imperative. The findings of Zhang and colleagues spotlight innovative, empirically validated pathways to achieve this vision. By harnessing the strengths of both unplugged and robot programming activities, educators can inspire a generation of young learners primed for the demands and opportunities of the 21st century.
As schools worldwide seek scalable, effective approaches to embed STEM education early, this study sets a benchmark for integrating cognitive science, developmental psychology, and cutting-edge pedagogical techniques. Ultimately, it paints an optimistic portrait of young children not as passive recipients but as active problem solvers and critical thinkers, capable of navigating and shaping a complex digital future from their very first classroom experiences.
Subject of Research: Development of computational thinking and executive functions in preschool children through unplugged activities versus robot programming
Article Title: Developing preschool children’s computational thinking and executive functions: unplugged vs. robot programming activities
Article References:
Zhang, X., Chen, Y., Hu, L. et al. Developing preschool children’s computational thinking and executive functions: unplugged vs. robot programming activities. IJ STEM Ed 12, 10 (2025). https://doi.org/10.1186/s40594-024-00525-z
Image Credits: AI Generated
