Examining the Possibility of Using Visual Programming Language Scratch in Preschool Education for Learning Arithmetic Operations

Sandra Sovilj-Nikić; Jelena Ćorović

doi:10.23947/2334-8496-2025-13-2-413-426

Authors

Sandra Sovilj-Nikić Faculty of Education Sombor, University of Novi Sad, Serbia https://orcid.org/0000-0001-7710-3014
Jelena Ćorović Faculty of Education Sombor, University of Novi Sad, Serbia https://orcid.org/0009-0006-1918-7882

DOI:

https://doi.org/10.23947/2334-8496-2025-13-2-413-426

Keywords:

addition, information-communication technologies, preschool age, subtraction, visual programming environment

Abstract

The aim of the research is to examine the potential of harnessing the visual programming language Scratch for learning arithmethic operations in preschool education as well as to find out wheather a visual programming environment intended for algorithmic thinking development can enhance learning outcomes and contribute to better understanding of arithmetic operations. In the pedagogical experiment, which was realized during two school years, 48 children aged 5 to 6 years were involved. The children were separated into three groups in accordance with the learning method. The traditional method of learning numbers, addition and subtraction was implemented in the first group. The second group of children learned numbers and arithmetic operations using visual programming language Scratch. In the third group a combined method that included the traditional teaching method and the use of the programming language Scratch was applied. The comparison of different methods of learning arithmetic operations in order to determine the difference in children’s achievements was performed by using Mann-Whitney test. The research results indicate that children from the experimental group, in which combined learning method was applied, exceed achievements of the other groups. Accordingly, it could be concluded that the application of visual programming language in preschool education represents an extraordinary complement to the traditional method of learning arithmetic operations.

Downloads

Download data is not yet available.

References

Belenzada, M. T., Mićić, K. Z., Šaponjić, V. T., & Kojović, B. D. (2021). Korišćenje digitalnih tehnologija u predškolskim ustanovama [Use of digital technologies in preschool institutions]. In I. Jeremić, N. Nikolić & N. Koruga (Eds.), Nacionalni naučni skup Susreti pedagoga: Vaspitanje i obrazovanje u digitalnom okruženju, 69-76. Beograd: Institut za pedagogiju i andragogiju, Filozofski fakultet, Univerzitet u Beogradu i Pedagoško društvo Srbije.

Bers, M. U. (2018). Coding, playgrounds and literacy in early childhood education: The development of KIBO robotics and ScratchJr. IEEE Global Engineering Education Conference-EDUCON, 2094-2102. Santa Cruz de Tenerife, Canary Islands, Spain. https://doi.org/10.1109/EDUCON.2018.8363498 DOI: https://doi.org/10.1109/EDUCON.2018.8363498

Bodaker, L., & Rosenberg-Kima, R. B. (2023). Online pair-programming: Elementary school children learning scratch together online. Journal of Research on Technology in Education, 55(5), 799–816. https://doi.org/10.1080/15391523.2022.2036653 DOI: https://doi.org/10.1080/15391523.2022.2036653

Bolstad, R. (2004). The role and potential of ICT in early childhood education – A review of New Zealand and international literature. Wellington: New Zealand Council for Educational Research.

Dikins, R., Stovel, L. & Melmot, Dž. (2018). Programiranje za početnike na jeziku Scratch [Programming for beginners in the Scratch language], Beograd: Kreativni centar.

Fauziah, N., Rahayu, P. & Putri, H.E. (2024). The Influence of Scratch-Assisted Problem Based Learning (PBL) Model on Improving Elementary School Students’ Mathematical Understanding Ability, Educational Studies and Research Journal; 1(3), 134-138. https://doi.org/10.5281/zenodo.14018064

Fagerlund, J., Vesisenaho, M., & Häkkinen, P. (2022). Fourth grade students’ computational thinking in pair programming with scratch: A holistic case analysis. International Journal of Child-Computer Interaction, 33(2022), 100511. https://doi.org/10.1016/j.ijcci.2022.100511 DOI: https://doi.org/10.1016/j.ijcci.2022.100511

García, V. (2023). Analysis of the Learning Process of Computer Programming Logic in an 8-Year-old Elementary School Student at Home through the Scratch Program. Digital, 4(1), 69–91. https://doi.org/10.3390/digital4010002 DOI: https://doi.org/10.3390/digital4010002

Imawati, S. & Shubchan, M.A. (2018). The Implementation of Scratch Application in Mathematics Learning, International Conference “Internationalization of Islamic Higher Education Institutions Toward Global Competitiveness”, 425-432). Semarang, Indonesia.

Kalelioğlu, F. & Gülbahar, Y. (2014). The Effects of Teaching Programming via Scratch on Problem Solving Skills: A Discussion from Learners` Perspective. Informatics in Education, 13(1), 33-50. https://doi.org/10.15388/infedu.2014.03 DOI: https://doi.org/10.15388/infedu.2014.03

Krizsan, T. & Lambic, D. (2024). Examining the impact of pair programming on efficiency, motivation, and stress among students of different skills and abilities in lower grades in elementary schools. Education and Information Technologies, 29, 25257–25280. https://doi.org/10.1007/s10639-024-12859-w DOI: https://doi.org/10.1007/s10639-024-12859-w

Mamutović, A., Marković, M. & Stanisavljević Petrović, Z. (2020). Primena savremene tehnologije u vaspitanju i obrazovanju dece predškolskog uzrasta–prikaz rezultata istraživanja iz različitih zemalja [Application of modern technology in the education of preschool age children - presentation of research results from different countries]. Godišnjak za pedagogiju, 5(1), 59–72. https://doi.org/10.46630/gped.1.2020.04 DOI: https://doi.org/10.46630/gped.1.2020.04

Mamutović, A., Stanisavljević Petrović, Z. & Marković, M. (2021). Računarske igre u predškolskom obrazovanju-potencijalni rizici iz perspektive vaspitača [Computer games in preschool education - potential risks from the teacher’s perspective]. Nastava i vaspitanje, 70(1), 37-53. DOI: https://doi.org/10.5937/nasvas2101037M

Masoumi, D. (2015). Preschool teachers` use of ICTs: Towards a typology of practice. Contemporary Issues in Early Childhood, 15(1), 5-17. https://doi.org/10.1177/1463949114566753 DOI: https://doi.org/10.1177/1463949114566753

McManus, S. (2019). Scratch programming in easy steps, MIT Media Lab.

Mikić, M. & Jovanović, M. (2019). Igramo se matematike-matematika za pripremni predškolski program [We are playing math-mathemathics for the preparatory preschool program], Beograd: Vulkan znanje.

Miočinović, Lj. (2002). Pijažeova teorija intelektualnog razvoja [Piaget’s theory of intellectual development], Beograd: Institut za pedagoška istraživanja.

Montiel-Cabello, H., & Gomez-Zermeño, M. G. (2021). Educational challenges for Computational thinking in K–12 education: A systematic literature review of scratch as an innovative programming Tool. Computers, 10(6), 669. https://doi.org/10.3390/computers10060069 DOI: https://doi.org/10.3390/computers10060069

Nikulina, T. V. (2016). Integration of information and communication technologies into preschool education. In S. Petrovska (Ed.), Education in XXI century-conditions and perspectives, 228–237. Štip: Univerzitet Goce Delčev.

Oliveira, A. P. & Conceição Lopes, M. (2011). Scratch in Kindergarten – A Space and a Place of Communicational, Ludic and Creative Intermediations. The Media Ecology Association, 12, 93-105.

Palmer, H. (2017). Programming in preschool – with focus on learning mathematics. International Research in Early Childhood Education, 8(1), 75-87. https://files.eric.ed.gov/fulltext/EJ1173690.pdf

Pravilnik o standardima obrazovnih postignuća [Regulations on standards of educational achievements], Službeni glasnik RS, broj 104/2024-16

Rose, S., Habgood, J. & Jay, T. (2017). An Exploration of the Role of Visual Programming Tools in the Development of Young Children`s Computational Thinking. Electronic Journal of e-Learning, 15(4), 297-309. https://doi.org/10.34190/ejel.15.4.2368 DOI: https://doi.org/10.34190/ejel.15.4.2368

Saez-Lopez, J. M. & Miyata, Y. (2013). Integrating Scratch in primary education. Scratch conference, Barcelona, Spain.

Saez-Lopez, J. M., Roman-Gonzalez, M. & Vazquez-Cano, E. (2016). Visual programming languages integrated across the curriculum in elementary school: A two year case study using „Scratch“ in five schools. Computers & Education, 97, 129-141. https://doi.org/10.1016/j.compedu.2016.03.003 DOI: https://doi.org/10.1016/j.compedu.2016.03.003

Sarifah, I., Nugroho, A. S., Marini, A., Yarmi, G., Safitri, D. & Dewiyani, L. (2023). Scratch-Based Interactive Games to Increase Interest in Learning Mathematics for the Second Grade Elementary School Students. Jurnal Pendidikan Dan Pengajaran, 56(2), 359–369. https://doi.org/10.23887/jpp.v56i2.66556 DOI: https://doi.org/10.23887/jpp.v56i2.66556

Somuncu, B. & Aslan, D. (2022). Effect of coding activities on preschool children’s mathematical reasoning skills. Education and Information Technologies, 27(1), 877–890. https://doi.org/10.1007/s10639-021-10618-9 DOI: https://doi.org/10.1007/s10639-021-10618-9

Sovilj-Nikić, S. & Marinković, J. (2024). The impact of the project-based learning method and the visual programming language Scratch on the achievements of preschool children in mastering arithmetic operations, Napredak, 165(3-4), 237-250. https://doi.org/10.59549/n.165.3-4.3 DOI: https://doi.org/10.59549/n.165.3-4.3

Tomić, S., (2000). Priručnik za vaspitače: Uz Igralište sveznalište [Handbook for preschool teachers: Along with omniscience playground]. Beograd: Eduka.