Between school, sports, part-time jobs, and extra curricular, our kids are busy. Meanwhile, as parents, we’re always juggling their activities while also looking to the future to ensure they’re choosing the best paths for themselves. It’s a delicate balance: how do you pick activities that are affordable, engaging and can prepare your child for their future?
Between school, sports, part-time jobs, and extra curricular, our kids are busy. Meanwhile, as parents, we’re always juggling their activities while also looking to the future to ensure they’re choosing the best paths for themselves. It’s a delicate balance: how do you pick activities that are affordable, engaging and can prepare your child for their future?
Coding is the language your computer speaks. It connects every command to create every program you use. It’s only recently that coding has become a mainstream activity that appeals to all genders, classes and ages. There are many real-world benefits to your child learning programming skills at a young age.
Look no further than Hatch Coding.
With Hatch, kids learn:
Everybody should learn to program a computer, because it teaches you how to think.” - Steve Jobs
If this is your introduction to coding, or you aren’t super comfortable with tech, you may feel leery of signing your child up for something you don’t understand. However, with Hatch Coding you can rest easy knowing your child is learning a lifelong skill and it isn’t breaking your bank.
There is extensive research on the benefits of learning a new skill early on. Early brain development has a lasting impact on a child’s ability to learn. In fact, 90% of brain growth happens before kindergarten. Research has stated that learning a new language is easier for younger children as the brain is still developing and growing. The same can be said for learning to read and write code. Coding is an extension of writing - the ability to code allows you to “write” all sorts of things. Help prepare your child for their future and keep them engaged with Hatch@Home.
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