Building Creativity Through Coding Activities of ScratchJr in Early Childhood
DOI:
https://doi.org/10.21009/jpud.v19i2.55194Keywords:
Art Activities, Creativity, Digital, Early Childhood, ScratchJrAbstract
Creativity is an important aspect of early childhood development, but it is often not optimal due to the limited number of interesting and effective learning media. This study aims to describe the process of digital art activities through ScratchJr to develop creativity in early childhood. This study uses a qualitative approach with a involving 13 children aged 5-6 years at IT Nur Hidayah Kindergarten Surakarta. Data was collected through documentation, observation, and interviews. Data analysis uses the qualitative descriptive model of Miles and Huberman, which includes data reduction, data presentation, and conclusion or verification. The results of this study explain that digital art activities through ScratchJr, which uses digital technology media, can develop children's creativity through a simple coding process that is creative and fun. Children can freely express themselves with their creativity to create digital art projects through ScratchJr. Therefore, this ScratchJr media is recommended for early childhood learning to develop expression of creativity and imajination in children's art. Digital art activities are important to consider in early childhood learning, so that children can have a more optimal learning experience.
References
Amante, L., Souza, E. B., Quintas-Mendes, A., & Miranda-Pinto, M. (2023). Designing a mooc on computational thinking, programming and robotics for early childhood educators and primary school teachers: A pilot test evaluation. Education Sciences, 13(9). https://doi.org/10.3390/educsci13090863
Angeli, C., & Valanides, N. (2020). Developing young children’s computational thinking with educational robotics: An interaction effect between gender and scaffolding strategy. Computers in Human Behavior, 105(1), 1. https://doi.org/10.1016/j.chb.2019.03.018
Anggraeni, E. B. (2023). Pembelajaran menggambar dengan teknik digital pada beginner class di Ageru Art Studio. Qualia Jurnal Ilmiah Edukasi Seni Rupa Dan Budaya Visual, 3(1), 8–13.
Anwar, C., Sofyan, H., Ratnaningsih, N., & Muh. Asriadi, A. M. (2024). Digital technology practices for vocational teachers in the industrial revolution 4.0: Mediating technology self-efficacy. Journal of Pedagogical Research, 8(1), 172–190. https://doi.org/10.33902/JPR.202424585
Bakala, E., Gerosa, A., Hourcade, J. P., & Tejera, G. (2021). Preschool children, robots, and computational thinking: A systematic review. International Journal of Child-Computer Interaction, 29, 1–24. https://doi.org/10.1016/j.ijcci.2021.100337
Behnamnia, N., Kamsin, A., & Ismail, M. A. B. (2020). The landscape of research on the use of digital game-based learning apps to nurture creativity among young children: A review. Thinking Skills and Creativity, 37(1), 1–12. https://doi.org/10.1016/j.tsc.2020.100666
Behnamnia, N., Kamsin, A., Ismail, M. A. B., & Hayati, A. (2020). The effective components of creativity in digital game-based learning among young children: A case study. Children and Youth Services Review, 116(July), 105227. https://doi.org/10.1016/j.childyouth.2020.105227
Bers, M. U., Blake-West, J., Kapoor, M. G., Levinson, T., Relkin, E., Unahalekhaka, A., & Yang, Z. (2023). Coding as another language: Research-based curriculum for early childhood computer science. Early Childhood Research Quarterly, 64(1), 394–404. https://doi.org/10.1016/j.ecresq.2023.05.002
Budak, E. Ç., Geçer, A. K., & Topal, A. D. (2021). The effect of programming with scratch course on reflective thinking skills of students towards problem solving. Journal of Learning and Teaching in Digital Age, 6(1), 72–80. https://doi.org/doi.org/10.1108/PROG-05-2017-0038
Chou, P. N. (2020). Using scratchjr to foster young children’s computational thinking competence: A case study in a third-grade computer class. Journal of Educational Computing Research, 58(3), 570–595. https://doi.org/10.1177/0735633119872908
Çiftçi, A., & Topçu, M. S. (2023). Improving early childhood pre-service teachers’ computational thinking skills through the unplugged computational thinking integrated STEM approach. Thinking Skills and Creativity, 49(1), 1–14. https://doi.org/10.1016/j.tsc.2023.101337
Clarke-Midura, J., Lee, V. R., Shumway, J. F., Silvis, D., Kozlowski, J. S., & Peterson, R. (2023). Designing formative assessments of early childhood computational thinking. Early Childhood Research Quarterly, 65(January 2022), 68–80. https://doi.org/10.1016/j.ecresq.2023.05.013
Critten, V., Hagon, H., & Messer, D. (2022). Can pre-school children learn programming and coding through guided play activities? A case study in computational thinking. Early Childhood Education Journal, 50(6), 969–981. https://doi.org/10.1007/s10643-021-01236-8
del Olmo-Muñoz, J., Cózar-Gutiérrez, R., & González-Calero, J. A. (2020). Computational thinking through unplugged activities in early years of primary education. Computers and Education, 150(1), 1–19. https://doi.org/10.1016/j.compedu.2020.103832
Delacruz, S. (2020). Starting from scratchjr: integrating code literacy in the primary grades. Reading Teacher, 73(6), 805–812. https://doi.org/10.1002/trtr.1909
Dittert, N., Thestrup, K., & Robinson, S. (2021). The SEEDS pedagogy: Designing a new pedagogy for preschools using a technology-based toolkit. International Journal of Child-Computer Interaction, 27(1), 1–12. https://doi.org/10.1016/j.ijcci.2020.100210
Fidai, A., Capraro, M. M., & Capraro, R. M. (2020). “Scratch”-ing computational thinking with Arduino: A meta-analysis. Thinking Skills and Creativity, 38(July), 100726. https://doi.org/10.1016/j.tsc.2020.100726
Gerosa, A., Koleszar, V., Tejera, G., Gómez-Sena, L., & Carboni, A. (2022). Educational robotics intervention to foster computational thinking in preschoolers: Effects of children’s task engagement. Frontiers in Psychology, 13(1), 1–13. https://doi.org/10.3389/fpsyg.2022.904761
Govind, M., Relkin, E., & Bers, M. U. (2020). Engaging children and parents to code together using the scratchjr app. Visitor Studies, 23(1), 46–65. https://doi.org/10.1080/10645578.2020.1732184
Guss, S. S., Clements, D. H., Sharifnia, E., Sarama, J., Holland, A., Lim, C., & Vinh, M. (2024). Designing inclusive computational thinking learning trajectories for the youngest learners. Education Sciences, 1(1), 1–24. https://doi.org/10.3390/educsci14070733
Hammershøj, L. G. (2021). Creativity in children as play and humour: Indicators of affective processes of creativity. Thinking Skills and Creativity, 39(December 2020), 1–10. https://doi.org/10.1016/j.tsc.2020.100784
Harper, F. K., Caudle, L. A., Flowers, C. E., Rainwater, T., & Quinn, M. F. (2023). Centering teacher and parent voice to realize culturally relevant computational thinking in early childhood. Early Childhood Research Quarterly, 64(1), 381–393. https://doi.org/10.1016/j.ecresq.2023.05.001
Israel-Fishelson, R., & Hershkovits, A. (2022). Studying interrelations of computational thinking and creativity : A scoping review (2011-2022). Computers and Education, 176. https://doi.org/10.1016/j.compedu.2021.104353
Kong, S. C., & Wang, Y. Q. (2020). Formation of computational identity through computational thinking perspectives development in programming learning: A mediation analysis among primary school students. Computers in Human Behavior, 106(December 2019), 106230. https://doi.org/10.1016/j.chb.2019.106230
Konstantina, L., & Stamatios, P. (2024). Enhancing computational thinking in early childhood education through ScratchJr integration. Heliyon, 10(10), e30482. https://doi.org/10.1016/j.heliyon.2024.e30482
Kyza, E. A., Georgiou, Y., Agesilaou, A., & Souropetsis, M. (2022). A cross-sectional study investigating primary school children’s coding practices and computational thinking using ScratchJr. Journal of Educational Computing Research, 60(1), 220–257. https://doi.org/10.1177/07356331211027387
Lin, Chien, S., Hsiao, C., Hsia, C., & Chao, K. (2020). Enhancing computational thinking capability of preschool children by game-based smart toys. Electronic Commerce Research and Applications, 44(August), 101011. https://doi.org/10.1016/j.elerap.2020.101011
Luo, W., Berson, I. R., Berson, M. J., & Li, H. (2021). Are early childhood teachers ready for digital transformation of instruction in Mainland China? A systematic literature review. Children and Youth Services Review, 120(June 2020), 105718. https://doi.org/10.1016/j.childyouth.2020.105718
Martins, E. C., da Silva, L. G. Z., & Neris, V. P. de A. (2023). Systematic mapping of computational thinking in preschool children. International Journal of Child-Computer Interaction, 36, 100566. https://doi.org/10.1016/j.ijcci.2023.100566
Master, A., Tang, D., Forsythe, D., Alexander, T. M., Cheryan, S., & Meltzoff, A. N. (2023). Gender equity and motivational readiness for computational thinking in early childhood. Early Childhood Research Quarterly, 64(April), 242–254. https://doi.org/10.1016/j.ecresq.2023.03.004
Metin, S. (2020). Activity based unplugged coding during the preschool period. Journal of Technology and Design Education, 32(1), 149–165. https://doi.org/doi.org/10.1007/s10798-020-09616-8
Miles, matthew B., Huberman, M., & Saldana, J. (2020). Qualitative data analysis a methods sourcebook (4th ed.). Sage.
Misirli, A., & Komis, V. (2023). Computational thinking in early childhood education: The impact of programming a tangible robot on developing debugging knowledge. Early Childhood Research Quarterly, 65(January 2022), 139–158. https://doi.org/10.1016/j.ecresq.2023.05.014
Munawar, B. (2020). Pemanfaatan bahan ajar digital berupa animasi pada pendidikan anak usia dini. JPP PAUD FKIP Untirta, 7(2), 93–104. https://jurnal.untirta.ac.id/index.php/jpppaud/article/view/9071
Na, C., Clarke-Midura, J., Shumway, J., van Dijk, W., & Lee, V. R. (2024). Validating a performance assessment of computational thinking for early childhood using item response theory. International Journal of Child-Computer Interaction, 40(1), 1–16. https://doi.org/10.1016/j.ijcci.2024.100650
Nurhasanah, G. (2022). Improvisasi digital art skill melalui pelatihan desain menggunakan adobe illustrator. Jurnal Pengabdian Masyarakat Sains Dan Aplikasinya (JPMSA), 2(1), 19–22. https://doi.org/10.21009/jpmsa.v2i1.44298
Olszewski, B., & Crompton, H. (2020). Educational technology conditions to support the development of digital age skills. Computers and Education, 150(1), 1–9. https://doi.org/10.1016/j.compedu.2020.103849
Peraturan Menteri Pendidikan, Kebudayaan, Riset, Teknologi Republik Indonesia Nomor 12 Tahun 2024 Tentang Kurikulum Pendidikan Anak Usia Dini, Pendidikan Dasar, Pendidikan Menengah, Pub. L. No. 12 (2024). https://peraturan.bpk.go.id/Details/281847/permendikbudriset-no-12-tahun-2024
Piaget, J. (1976). The child and reality: Problems of genetic psychology. Penguin Books.
Quinn, M. F., Caudle, L. A., & Harper, F. K. (2023). Embracing culturally relevant computational thinking in the preschool classroom: Leveraging familiar contexts for new learning. Early Childhood Education Journal, 1(1), 1–11. https://doi.org/10.1007/s10643-023-01581-w
Rapti, S., & Sapounidis, T. (2024). “Critical thinking, communication, collaboration, creativity in kindergarten with educational robotics”: A scoping review (2012–2023). Computers and Education, 210(1), 1–29. https://doi.org/10.1016/j.compedu.2023.104968
Read, H. (1958). Education through art (3rd ed.). Pantheon Books.
Relkin, E., de Ruiter, L. E., & Bers, M. U. (2021). Learning to code and the acquisition of computational thinking by young children. Computers and Education, 169(1), 1–15. https://doi.org/10.1016/j.compedu.2021.104222
Saxena, A., Lo, C., Hew, K., & Wong, G. (2020). Designing unplugged and plugged activities to cultivate computational thinking: An exploratory study in early childhood education. Asia-Pacific Education Researcher, 29(1), 55–66. https://doi.org/10.1007/s40299-019-00478-w
Shin, H., & Gweon, G. (2020). Supporting preschoolers’ transitions from screen time to screen-free time using augmented reality and encouraging offline leisure activity. Computers in Human Behavior, 105(November 2019), 106212. https://doi.org/10.1016/j.chb.2019.106212
Silvis, D., Clarke-Midura, J., Shumway, J. F., Lee, V. P., & Mullen, S. (2022). Children caring for robots: Expanding computational thinking frameworks to include a technological ethic of care. International Journal of Child Computer Interaction, 33. https://doi.org/10.1016/j.ijcci.2022.100491
Singhal, V. (2022). Precoding skills-Teaching computational thinking to preschoolers in Singapore using unplugged activities. Proceedings of International Conference on Computational Thinking Education, 86–87. https://doi.org/10.34641/ctestem.2022.452
Su, J., & Yang, W. (2023). A systematic review of integrating computational thinking in early childhood education. Computers and Education Open, 4(1), 1–12. https://doi.org/10.1016/j.caeo.2023.100122
Sungkar, A. (2023). Digital art. Jurnal Dekonstruksi, 9(02), 32–41. https://doi.org/10.54154/dekonstruksi.v9i02.143
Umi Rahmawati, R., Sekar Kusuma, W., & Primashanti Koesmadi, D. (2023). Pengaruh media digital art illustration terhadap kemampuan motorik halus anak kelompok B. Jurnal Golden Age, 7(01), 63–73. https://doi.org/10.29408/goldenage.v7i01.12445
Unahalekhaka, A., & Bers, M. U. (2021). Taking coding home: analysis of ScratchJr usage in home and school settings. Educational Technology Research and Development, 1(1), 1–20. https://doi.org/10.1007/s11423-021-10011-w
Unahalekhaka, A., & Bers, M. U. (2022). Evaluating young children’s creative coding: rubric development and testing for ScratchJr projects. Education and Information Technologies, 27(5), 6577–6597. https://doi.org/10.1007/s10639-021-10873-w
Yalçın, V., & Erden, Ş. (2021). The effect of STEM activities prepared according to the design thinking model on preschool children’s creativity and problem-solving skills. Thinking Skills and Creativity, 41(1), 1–14. https://doi.org/10.1016/j.tsc.2021.100864
Yang, W., Ng, D. T. K., & Gao, H. (2022). Robot programming versus block play in early childhood education: Effects on computational thinking, sequencing ability, and self-regulation. British Journal of Educational Technology, 53(6), 1817–1841. https://doi.org/10.1111/bjet.13215
Yang, W., Ng, D. T. K., & Su, J. (2023). The impact of story-inspired programming on preschool children’s computational thinking: A multi-group experiment. Thinking Skills and Creativity, 47(1), 1–12. https://doi.org/10.1016/j.tsc.2022.101218
Yildiz, C., & Guler Yildiz, T. (2021). Exploring the relationship between creative thinking and scientific process skills of preschool children. Thinking Skills and Creativity, 39(1), 1–12. https://doi.org/10.1016/j.tsc.2021.100795
Zhang, X., Chen, Y., Hu, L., Bao, Y., Tu, Y. F., & Hwang, G. J. (2024). A metaphor-based robot programming approach to facilitating young children’s computational thinking and positive learning behaviors. Computers and Education, 215(1), 105039. https://doi.org/10.1016/j.compedu.2024.105039
Zurnacı, B., & Turan, Z. (2024). Educational robotics or unplugged coding activities in kindergartens?: Comparison of the effects on pre-school children’s computational thinking and executive function skills. Thinking Skills and Creativity, 53(1), 101576. https://doi.org/10.1016/j.tsc.2024.101576
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/
This work is licensed under a Creative Commons Attribution 4.0 International License.
JURNAL PENDIDIKAN USIA DINI work is licensed under a Creative Commons Attribution 4.0 International License. (http://creativecommons.org/licenses/by/4.0/)
