Publication Date
| In 2024 | 0 |
| Since 2023 | 1 |
| Since 2020 (last 5 years) | 1 |
| Since 2015 (last 10 years) | 1 |
| Since 2005 (last 20 years) | 1 |
Descriptor
| Beliefs | 1 |
| Coding | 1 |
| Computer Science Education | 1 |
| Difficulty Level | 1 |
| Early Childhood Education | 1 |
| Early Childhood Teachers | 1 |
| Foreign Countries | 1 |
| Instruction | 1 |
| Kindergarten | 1 |
| Parents | 1 |
| Preservice Teachers | 1 |
| More ▼ | |
Source
| IEEE Transactions on Learning… | 1 |
Author
| Jeong, Hye In | 1 |
| Kim, Yeolib | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Higher Education | 1 |
| Kindergarten | 1 |
| Postsecondary Education | 1 |
| Primary Education | 1 |
Audience
Location
| South Korea | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkKim, Yeolib; Jeong, Hye In – IEEE Transactions on Learning Technologies, 2023
The recent push to introduce coding in early childhood education has been the subject of heated debate. A lack of theoretical and empirical research devoted to understanding coding education acceptance provided the motivation for this article. As a way to engage in the debate, this article investigated kindergarten teachers' acceptance of coding…
Descriptors: Early Childhood Education, Kindergarten, Early Childhood Teachers, Preservice Teachers
