Open Journal Systems

The Prototype of a Story Book Based Platform for Preschool Programming Education

Chun-Hsiung Tseng, Jia-Rou Lin, Yung-Hui Chen


The importance of learning how to program can never be over-estimated. Even though there are already programming-learning applications for young children, most of the applications in this field are designed for children in the elementary school age or even above. Teaching younger children, for example, preschool kids, how to program appears more challenging. From our survey, it appears that even preschool kids can understand how to do programming and the question is simply which tools to use. Preschool kids usually start their reading from picture books. They learn mathematics, arts, histories, and a lot of knowledge with picture books. The goal of this research is to propose a platform for story tellers, illustrators, and programming education experts to cooperate to build picture books to teach preschool kids how to program. At this very initial stage, the platform is developed as a Web application and hence it can be easily accessed by various devices via Web browsers. The platform consists of a lean story editor, a picture book editor, and a programming concept editor.


KidsCoding, Programming, KidsEducation

Full Text:



Aivaloglou, E., & Hermans, F. (2016, August). How kids code and how we know: An exploratory study on the Scratch repository. In Proceedings of the 2016 ACM Conference on International Computing Education Research (pp. 53-61). ACM.

Bau, D., Bau, D. A., Dawson, M., & Pickens, C. (2015, June). Pencil code: block code for a text world. In Proceedings of the 14th International Conference on Interaction Design and Children (pp. 445-448). ACM.

Clements, D. H., & Gullo, D. F. (1984). Effects of computer programming on young children's cognition. Journal of Educational psychology, 76(6), 1051.

Corneliussen, H. G., & Prøitz, L. (2016). Kids Code in a rural village in Norway: Could code clubs be a new arena for increasing girls' digital interest and competence?. Information, Communication & Society, 19(1), 95-110. doi:

Duncan, C., Bell, T., & Tanimoto, S. (2014, November). Should your 8-year-old learn coding?. In Proceedings of the 9th Workshop in Primary and Secondary Computing Education (pp. 60-69). ACM.

Duncan, C., Bell, T., & Tanimoto, S. (2014, November). Should your 8-year-old learn coding?. In Proceedings of the 9th Workshop in Primary and Secondary Computing Education (pp. 60-69). ACM.

Fessakis, G., Gouli, E., & Mavroudi, E. (2013). Problem solving by 5-6 years old kindergarten children in a computer programming environment: A case study. Computers & Education, 63, 87-97.

Flannery, L. P., Silverman, B., Kazakoff, E. R., Bers, M. U., Bontá, P., & Resnick, M. (2013, June). Designing ScratchJr: Support for early childhood learning through computer programming. In Proceedings of the 12th International Conference on Interaction Design and Children (pp. 1-10). ACM.

Manches, A., & Plowman, L. (2017). Computing education in children's early years: A call for debate. British Journal of Educational Technology, 48(1), 191-201.

Martinez, C., Gomez, M. J., & Benotti, L. (2015, June). A comparison of preschool and elementary school children learning computer science concepts through a multilanguage robot programming platform. In Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education (pp. 159-164). ACM.

Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2016). Developing fundamental programming concepts and computational thinking with ScratchJr in preschool education: a case study. International Journal of Mobile Learning and Organisation, 10(3), 187-202.

Pea, R. D. (1987). Logo programming and problem solving.

Prensky, M. (2003). Digital game-based learning. Computers in Entertainment (CIE), 1(1), 21-21.

Price, S., Jewitt, C., & Crescenzi, L. (2015). The role of iPads in pre-school children's mark making development. Computers & Education, 87, 131-141. doi:

Sáez-López, J. M., Román-González, M., & Vázquez-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.

Strawhacker, A., & Bers, M. U. (2015). “I want my robot to look for food”: Comparing Kindergartner’s programming comprehension using tangible, graphic, and hybrid user interfaces. International Journal of Technology and Design Education, 25(3), 293-319.

Sullivan, A. A., Bers, M. U., & Mihm, C. (2017). Imagining, Playing, and Coding with KIBO: Using Robotics to Foster Computational Thinking in Young Children. Siu-cheung KONG The Education University of Hong Kong, Hong Kong, 110.

Weintrop, D., & Wilensky, U. (2017). Comparing block-based and text-based programming in high school computer science classrooms. ACM Transactions on Computing Education (TOCE), 18(1), 3.

Werner, L., Denner, J., & Campe, S. (2015). Children programming games: A strategy for measuring computational learning. ACM Transactions on Computing Education (TOCE), 14(4), 24. doi:

(90 Abstract Views, 36 PDF Downloads)


  • There are currently no refbacks.

Copyright (c) 2019 Chun-Hsiung Tseng, Jia-Rou Lin, Yung-Hui Chen

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.