TEACHING PROGRAMMING WITH SCRATCH: DEVELOPING COMPUTATIONAL THINKING IN YOUNG LEARNERS

Abstract

In an era characterized by rapid technological change, equipping the next generation with computational thinking (CT) skills has become a central objective in education. As a visual, block-based programming environment, Scratch provides an accessible, engaging entry point for young learners to explore the foundations of coding. This article investigates how Scratch fosters CT skills such as problem decomposition, algorithmic reasoning, and debugging. The discussion draws upon existing research and practical classroom experiences to highlight the effectiveness of Scratch in cultivating not only technical competencies but also creativity, collaboration, and resilience in problem-solving. Key benefits include the intuitive interface that reduces cognitive load, the community support fostering a culture of sharing and remixing, and the capacity to integrate with diverse curriculum areas. However, the successful implementation of Scratch in K–12 settings also faces challenges related to teacher training, curriculum alignment, and equitable access to technology. Empirical data and anecdotal accounts both suggest that well-structured, reflective Scratch activities can positively influence students’ aptitude for higher-level computational thinking tasks. This article concludes with recommendations for educators, administrators, and policymakers on maximizing the potential of Scratch-based initiatives to nurture lifelong learning, diversity, and inclusivity in computer science education.