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About

Emily Relkin is an education researcher whose work sits at the intersection of computational thinking, early childhood education, and inclusive learning technologies. She has made significant contributions to understanding how young children develop coding and computational thinking (CT) skills, with her most-cited work — "Learning to code and the acquisition of computational thinking by young children" (2021, 188 citations) — establishing foundational insights into how early coding experiences shape cognitive development. Relkin is perhaps best known for developing and validating TechCheck, a pioneering unplugged assessment tool designed to measure CT abilities in early childhood settings (2020, 176 citations), addressing a critical gap in the field where validated instruments for young learners were virtually nonexistent. Her research extends into inclusive education, including a notable pilot study examining the use of the KIBO robot with children with severe ASD (2018, 85 citations). Her large-scale "Coding as Another Language" study, involving nearly 850 students across ten elementary schools, demonstrates her commitment to translating research into real-world classroom practice. Relkin's body of work has profoundly shaped how educators and researchers approach early computational literacy, making her an essential voice in STEM education research.