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Advocacy Articles for Programming Camps

Here is a curated list of 16 high-quality, publicly available articles from academic and research institutions that advocate for programming camps and coding education for children.

1. Integrating computational thinking in children aged 3 to 6: challenges and opportunities in early childhood education

  • Published: August 24, 2025
  • Source: Frontiers in Education (peer-reviewed)
  • URL: https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1535135/full
  • Key Points: Systematic review of 84 studies published between 2013-2023. Demonstrates CT fosters key cognitive and motor skills in children aged 3-6. Identifies need for continuous teacher training and comprehensive CT inclusion in early childhood curricula. Most current consolidation of research evidence available.

2. Teaching Computational Thinking to Children in Head Start Classrooms

  • Published: June 30, 2025
  • Source: Harvard EdWorkingPapers / RAND Corporation
  • URL: https://edworkingpapers.com/policy-practice-series/ai25-1224
  • Key Points: Randomized controlled trial with 765 Head Start children (ages 3-5) across 42 centers in 13 states. Seven-week “coding readiness” curriculum significantly improved computational thinking skills and math development. Demonstrates foundational computing skills can be taught to pre-K children from low-income backgrounds.

3. Youth-Led Coding Camps to Inspire More Girls to Pursue Computing

  • Published: February 17, 2025
  • Source: Association for Computing Machinery (ACM)
  • URL: https://dl.acm.org/doi/10.1145/3641555.3705069
  • Key Points: ACM-published research examining youth-led coding camps specifically designed to encourage girls to pursue computing. Addresses gender equity in computing education through out-of-school programming.

4. The effects of programming interventions in early childhood: A meta-analysis

  • Published: January 2025
  • Source: ScienceDirect
  • URL: https://www.sciencedirect.com/science/article/pii/S1041608025000755
  • Key Points: Meta-analysis consolidating evidence across multiple studies showing programming interventions effectively enhanced programming knowledge, computational thinking, mathematics knowledge, and cognitive skills.

5. Introducing computational thinking to second and third graders

  • Published: January 2025
  • Source: ScienceDirect
  • URL: https://www.sciencedirect.com/science/article/pii/S2666557325000199
  • Key Points: Study with 70 second and third graders comparing different pedagogical methods for teaching computational thinking. Provides evidence for age-appropriate CT instruction methods for elementary students.

6. Computational thinking in STEM education: current state-of-the-art

  • Published: January 7, 2025
  • Source: Frontiers in Computer Science (peer-reviewed)
  • URL: https://www.frontiersin.org/journals/computer-science/articles/10.3389/fcomp.2024.1480404/pdf
  • Key Points: Comprehensive review finding educational programming games effective in improving students’ CT skills and programming concepts while fostering positive attitudes toward learning.

7. Learning to code: interplay of attitude, emotions, and fun

  • Published: October 27, 2023
  • Source: Nature Scientific Reports (highly prestigious)
  • URL: https://www.nature.com/articles/s41599-023-02235-3
  • Key Points: Coding workshop significantly improved children’s state-level emotions—felt happier, more excited, and more in control. Children’s attitude toward programming changed significantly and positively. Published in Nature, one of the world’s most prestigious scientific journals.

8. The Benefits of Teaching Kids to Code

  • Published: Fall 2023 (10 months old)
  • Source: Boston College Magazine
  • URL: https://www.bc.edu/bc-web/sites/bc-magazine/fall-2023-issue/linden-lane/the-benefits-of-teaching-kids-to-code.html
  • Key Points: Features Marina Umaschi Bers, leading authority on technology in education and creator of ScratchJr. Emphasizes coding teaches creativity, collaboration, generosity, and open-mindedness.

9. AI Doesn’t Change Why Kids Should Learn to Code

  • Published: March 21, 2024
  • Source: Fielding Graduate University
  • URL: https://www.fielding.edu/ai-doesnt-change-why-kids-should-learn-to-code/
  • Key Points: Analysis arguing that AI development doesn’t diminish the importance of children learning to code. Cites research showing coding improves mathematical reasoning skills. Emphasizes transferable cognitive benefits.

10. The Lasting Benefits of Multiyear Camp Programming for Youth from Low-Income Families

  • Published: April 21, 2023
  • Source: Clemson Open – Journal of Youth Development
  • URL: https://open.clemson.edu/jyd/vol18/iss1/7/
  • Key Points: Research on multiyear camp programming benefits specifically for youth from low-income families. Published in peer-reviewed journal. Provides evidence practitioners and policy makers may use to advocate for funding to make camp programs more accessible.

Foundational Research (2018-2021)

11. Effect of coding activities on preschool children’s mathematical reasoning skills

  • Published: June 30, 2021
  • Source: National Institutes of Health (NIH) / PMC
  • URL: https://pmc.ncbi.nlm.nih.gov/articles/PMC8246130/
  • Key Points: Coding activities significantly improved mathematical reasoning skills in preschool children aged 57-68 months. Demonstrates coding benefits children as young as 4-5 years old.

12. Coding in Primary Grades Boosts Children’s Executive Functions

  • Published: December 10, 2019
  • Source: National Institutes of Health (NIH) / PMC
  • URL: https://pmc.ncbi.nlm.nih.gov/articles/PMC6917597/
  • Key Points: One month of coding activities (8 lessons) produced improvements in planning and inhibition skills equivalent to or greater than 7 months of standard education. Randomized controlled trial with first and second graders.

13. Summer Coding Camp: Curriculum, Experiences, and Evaluation

  • Published: June 24, 2018
  • Source: American Society for Engineering Education (ASEE) – Peer Reviewed
  • URL: https://peer.asee.org/summer-coding-camp-curriculum-experiences-and-evaluation.pdf
  • Key Points: Week-long UC Riverside coding camp increased students’ self-efficacy and interest in computing with statistically significant results (p < .05). Enhanced general school engagement and homework enjoyment.

14. Examining the Role of Summer Camps in Developing Academic and Professional Skills

  • Published: April 19, 2018
  • Source: Journal of Youth Development (University of Pittsburgh)
  • URL: https://jyd.pitt.edu/ojs/jyd/article/view/181301FA05
  • Key Points: Summer camps identified as effective setting for youth to develop skills essential for academics and workplace, yet often not recognized by educational institutions.

15. Exploring computational thinking skills in statistics content among junior high school students

  • Published: 2023
  • Source: Peer-reviewed journal (ERIC database)
  • URL: files.eric.ed.gov/fulltext/EJ1470293.pdf
  • Key Points: Study of computational thinking skills in statistics education. Demonstrates CT integration enhances problem-solving and critical thinking in STEM subjects.

16. Cultivating Computational Thinking and Social Play among Neurodiverse Preschoolers

  • Published: July 31, 2015
  • Source: National Institutes of Health (NIH) / PMC
  • URL: https://pmc.ncbi.nlm.nih.gov/articles/PMC12188882/
  • Key Points: NIH-funded research investigating how to support neurodiverse preschoolers (ages 3-5) in learning computational thinking concepts. Demonstrates coding education can be inclusive and benefit children with varied neurological profiles.