Implementation of Unplugged Coding in Early Childhood Education Learning: A Systematic Literature Review

Abstract

Unplugged coding has gained increasing attention in early childhood education as a developmentally appropriate approach to introducing computational thinking through non-digital, play-based activities. However, evidence regarding its implementation in early childhood settings remains fragmented across research designs, activity forms, learning outcomes, and teacher roles. This study systematically reviewed the characteristics and implementation of unplugged coding in early childhood education, focusing on publication trends, research approaches, activity forms, reported learning outcomes, and teacher roles. A Systematic Literature Review (SLR) was conducted following the PRISMA framework. Studies were identified through Publish or Perish using Google Scholar, resulting in 16 articles published between 2019 and 2025 for final synthesis. The findings indicate that descriptive qualitative and case-study approaches predominated, suggesting that existing research remains primarily implementation-oriented. Unplugged coding commonly involved sequencing and simple algorithms, directional or navigation games, and pattern-based or visual-manipulative activities. Computational thinking emerged as the primary learning focus, particularly sequencing, pattern recognition, logical reasoning, and problem solving, while several studies also reported outcomes related to language, numeracy, motor skills, and executive functions. Teachers played important roles in designing activities, providing instruction and scaffolding, facilitating exploration, and evaluating learning processes. Overall, unplugged coding represents a promising pedagogical approach for introducing computational thinking in developmentally appropriate early childhood contexts. Nevertheless, the predominance of descriptive studies and limited evidence base preclude strong conclusions regarding comparative effectiveness. Further experimental and longitudinal research is needed to determine which forms of unplugged coding are most effective, for whom, and under what instructional conditions.