{"id":28,"date":"2025-10-17T23:06:51","date_gmt":"2025-10-17T23:06:51","guid":{"rendered":"https:\/\/dev-sites.bc.edu\/scratchjr\/?page_id=28"},"modified":"2026-05-08T19:19:15","modified_gmt":"2026-05-08T19:19:15","slug":"research","status":"publish","type":"page","link":"https:\/\/sites.bc.edu\/scratchjr\/research\/","title":{"rendered":"Research"},"content":{"rendered":"\n<div style=\"height:74px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h2 class=\"wp-block-heading\">Research <\/h2>\n\n\n\n<p>ScratchJr began as a National Science Foundation\u2013funded collaboration between Professor Marina Umaschi Bers (Tufts\/BC, DevTech Research Group) and Professor Mitchel Resnick (MIT Media Lab, Lifelong Kindergarten Group) in 2011. After the initial three-year grant, and a successful Kickstarter campaign, ScratchJr launched as a free app in 2014 and is now the leading coding platform for young children worldwide.<\/p>\n\n\n\n<p>Since then, the DevTech Research Group has worked with thousands of children and educators worldwide, developing evidence-based curriculum and publishing over 50 studies on ScratchJr\u2019s design, learning impact, and pedagogy\u2014ensuring that every aspect of the app is grounded in research on how young children learn best.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">The Evidence<\/h2>\n\n\n\n<ul>\n<li> ScratchJr Bots: Maker Literacies for the Hearts and Minds of Young Children<\/li><li>From avoidance to ownership: preschool teachers learn to teach code\u2014a case study.<li>From Teacher Training to Student Growth: Virtual Professional Development Enhances K-2 Computer Science Education Introduction.<li>Computer science education as a humanistic endeavor: a model for designing technology-rich formative experiences.<li>The impact of a block-based visual programming curriculum: Untangling coding skills and computational thinking.<li>ScratchJr Bots<li>Semantic ERP Correlates in Processing of the Visual Programming Language ScratchJr<li>Coding as another language: an early childhood programming curriculum in Argentina.<li>Validating a Creative Coding Ruliic through expressive activities for elementary grades.<li>Virtual Professional Development Enhances Elementary Teacher Coding Skills and Self-Efficacy: A Comparison of Three Models.<li>An International Community of Practice Through ScratchJr: The Coding as Another Language Curriculum Around the World.<li>Tangible ScratchJr<li>Localizing the Coding as another Language: ScratchJr Curriculum Through the Culture Based Model Framework.<li>International Scaling of the Coding as Another Language Curriculum through a Research-Practice Partnership in Argentina.<li>Enhancing Computer Science Education for K-2 Students: Insights from a Randomized<li>Controlled Trial<li>Coding as Another Language: Impact on Math and Literacy Achievement in Early CS.<li>El desarrollo de Scratch-Jr: el aprendizaje de programaci\u00f3n en primera infancia como nueva alfabetizaci\u00f3n.<li>The efficacy of a computer science curriculum for early childhood: evidence from a randomized controlled trial in K-2 classrooms<li>Coding as Another Language: An International Comparative Study of Learning Computer Science and Computational Thinking in Kindergarten.<li>Don\u2019t Assume Deficit: Disability, Coding, and Computational Thinking in Early Elementary School.<li>ScratchJr design in practice: Low floor, high ceiling.<li>ScratchJr Connect: Sharing resources for digital making around the world<li>Examining gender difference in the use of scratchjr in a programming curriculum for first graders<li>Coding as another language: Research-based curriculum for early childhood computer science<li>A Normative Analysis of the TechCheck Computational Thinking Assessment.<li>Supporting Early Elementary Teachers\u2019 Coding Knowledge and Self-Efficacy Through Virtual Professional Development<li>The state of the field of computational thinking in early childhood education\u201d<li>Clustering Young Children\u2019s Coding Project Scores with Machine Learning<li>Coding as a Self-Expression Tool<li>Beyond Coding: How Children Learn Human Values through Programming.<li>Evaluating young children\u2019s creative coding: ruliic development and testing for ScratchJr projects<li>Coding, robotics and socio-emotional learning: developing a palette of virtues<li>Teaching Computational Thinking and Coding to Young Children<li>The Coding Stages Assessment: development and validation of an instrument for assessing young children\u2019s proficiency in the ScratchJr programming language.<li>Taking coding home: Analysis of ScratchJr usage in home and school settings<li>Comprehension of computer code relies primarily on domain-general executive liain regions<li>Family Coding Days: Engaging Children and Parents in Creative Coding and Robotics.<li>Coding as a Playground: Programming and Computational Thinking in the Early Childhood Classroom, Second Edition.<li>PLAYGROUNDS AND MICROWORLDS: LEARNING TO CODE IN EARLY CHILDHOOD<li>Debugging the Writing Process: Lessons From a Comparison of Students\u2019 Coding and Writing Practices<li>Engaging Children and Parents to Code Together Using the ScratchJr App<li>Parents Don&#8217;t need to Be Coding Experts, Just Willing to Learn With Their Children.<li>Coding as another language: a pedagogical approach for teaching computer science in early childhood<li>Computer science education in early childhood: The case of ScratchJr.<li>Coding as another language<li>The Neural Basis of Program Comprehension.<li>What They Learn When They Learn Coding: Investigating cognitive domains and computer programming knowledge in young children.<li>Computer Programming: An Unexplored Path to Jewish Literacy.<li>Coding and Computational Thinking in Early Childhood: The Impact of Scratch Jr in Europe<li>Coding, playgrounds and literacy in Early Childhood Education: the development of KIBO Robotics and Scratch Jr<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Research ScratchJr began as a National Science Foundation\u2013funded collaboration between Professor Marina Umaschi Bers (Tufts\/BC, DevTech Research Group) and Professor 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