Exploring Children’s Attention Capacities During Unplugged Coding Activities in Early Childhood Education

Abstract

Attention is a fundamental cognitive ability that plays a crucial role in early childhood learning success. This study
aims to explore the manifestation of attention abilities in children aged 4-5 years during unplugged coding activities
using building blocks. The study employed a descriptive qualitative approach with semi-structured interviews with one
classroom teacher who directly observed the learning process. Data were analyzed using a grounded theory approach
through open coding, axial coding, and selective coding stages. Results revealed four main findings: (1) unplugged
coding activities elicited sustained attention in children; (2) differences in selective attention quality existed between
children who built higher versus lower structures; (3) structured instruction more effectively directed goal-directed
attention; and (4) adequate availability of learning media was a critical factor for children's attention quality. This
research provides practical implications for early childhood educators that unplugged coding can serve as an effective
learning alternative to train attention abilities.