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The effects of Self-regulation and Attention concentration on Computational Thinking according to Coding Play experience of children

Objectives The purpose of this study is to examine whether there is a difference in the effect of self-regulation, attention concentration on computational thinking according to the presence or absence of coding play experience in children. 
Methods The subjects of the study were 135 5-year-old children enrolled in kindergartens and daycare centers in Gyeonggi-do, and data were collected through one-to-one interviews for children and questionnaires for teachers and parents. For the analysis of the collected data, descriptive statistics, t-test, correlation analysis, and multiple regression analysis were performed using the SPSS WIN 22.0 program. 
Results First, it was found that computational thinking, self-regulation, attention concentration were all significantly higher than that of children without coding play experience. Second, it was found that there was a statistically significant positive (+) correlation between computational thinking and attention concentration of children with coding play experience, but there was no significant correlation between computational thinking and self-regulation. However, among the sub-factors of computational thinking, logical thinking ability showed a statistically significant positive correlation with self-regulation ability. Third, it was found that attention concentration had a significant effect on the computing thinking ability of infants with coding play experience, and self-regulation did not have a significant effect. Attention concentration was found to have 21.4% explanatory power, and neither variable had a significant effect on the computational thinking of children without coding play experience. 
Conclusions This study revealed the influence of self-regulation and attention concentration as predictive variables that can explain computational thinking in early childhood, and confirmed that coding play experience is an important factor in enhancing computing thinking ability. Therefore, important implications for the applicability and necessity of coding play (or coding education) in the field of early childhood education were presented to improve children's computational thinking. 
 
