Teacher Professional Development

Yang, W. (2025). A three-phase professional development approach to improving robotics pedagogical knowledge and computational thinking attitude of early childhood teachers. Computers & Education, 231, 105282. 

Kewalramani, S., Yang, W., Dardanou, M., & Hatzigianni, M. (2025). Digital Competence Development in Early Childhood Professionals: Harnessing the INSPIRE Model. Routledge.

Curriculum Development and Evaluation

Yang, W., Ng, D. T. K., & Gao, H. (2022). Robot programming versus block play in early childhood education: Effects on computational thinking, sequencing ability, and self‐regulation. British Journal of Educational Technology, 53(6), 1817-1841. 

Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal of Educational Technology, 53(6), 1486-1510. 

Yang, W., Ng, D. T. K., & Su, J. (2023). The impact of story-inspired programming on preschool children's computational thinking: A multi-group experiment. Thinking skills and creativity, 47, 101218. 

Yang, W., Lin, C., Wang, X. C., Bautista, A., Li, H., Datu, J. A. D., & Hu, B. Y. (2025). Beyond coding: Effects of a computing curriculum on preschoolers’ computational thinking, math, language, and social-emotional skills. Journal of Educational Computing Research, 07356331251384546. 

Pedagogical Case Studies

Lam, E., & Yang, W. (2025). Teacher scaffolding in robot-based computational thinking: A video-based study. Education and Information Technologies, 1-39. 

Yang, W., Hu, X., Yeter, I. H., Su, J., Yang, Y., & Lee, J. C. K. (2024). Artificial intelligence education for young children: A case study of technology‐enhanced embodied learning. Journal of Computer Assisted Learning, 40(2), 465-477. 

Zeng, Y., Yang, W., & Bautista, A. (2023). Teaching programming and computational thinking in early childhood education: a case study of content knowledge and pedagogical knowledge. Frontiers in Psychology, 14, 1252718. 

Technology Evaluation

Yang, W. (2024). Coding with robots or tablets? Effects of technology-enhanced embodied learning on preschoolers’ computational thinking and social-emotional competence. Journal of Educational Computing Research, 62(4), 718-740. 

Child Assessment

Xiang, S., Li, J. W., & Yang, W. (2025). Developing a robot-based computational thinking assessment for young children. Education and Information Technologies, 1-23. 

Yang, W., Gao, H., Jiang, Y., & Li, H. (2023). Beyond computing: Computational thinking is associated with sequencing ability and self-regulation among Chinese young children. Early Childhood Research Quarterly, 64, 324-330. 

Yang, W., Du, Y., Wu, R., & Xiang, S. (2024). Development and validation of the children’s STEM habits of mind questionnaire. Early Childhood Education Journal, 52(3), 493-501. 

Frameworks and Reviews

Su, J., & Yang, W. (2024). Artificial intelligence and robotics for young children: Redeveloping the five big ideas framework. ECNU Review of Education, 7(3), 685-698. 

Su, J., Yang, W., & Zhong, Y. (2023). Influences of gender and socioeconomic status on children’s use of robotics in early childhood education: A systematic review. Early Education and Development, 34(4), 910-926. 

Yang, W., Su, J., & Li, H. (2024). Demystifying early childhood computational thinking: An umbrella review to upgrade the field. Future in Educational Research, 2(4), 458-477. 

Yang, W. (2022). Artificial Intelligence education for young children: Why, what, and how in curriculum design and implementation. Computers and Education: Artificial Intelligence, 3, 100061. 

Su, J., & Yang, W. (2023). A systematic review of integrating computational thinking in early childhood education. Computers and Education Open, 4, 100122. 

Su, J., Yang, W., & Li, H. (2023). A scoping review of studies on coding curriculum in early childhood: Investigating its design, implementation, and evaluation. Journal of Research in Childhood Education, 37(2), 341-361. 

Zeng, Y., Yang, W., & Bautista, A. (2023). Computational thinking in early childhood education: Reviewing the literature and redeveloping the three-dimensional framework. Educational Research Review, 39, 100520. 

Yang, W. (2025). Redefining educational objectives in the age of artificial intelligence: The SCALE taxonomy. TAO, 100018.