Why we teach JavaScript
There are many text-based programming languages to choose from, and we are often asked why we teach JavaScript in our online coding lessons for kids, over alternatives like Python, Java or C++.
It’s hugely valuable for a child to learn any programming language, but we have some very good reasons for preferring JavaScript…
JavaScript is everywhere
JavaScript is the language of the web. It’s used by nearly every website on the internet to add interactivity, animations, and to dynamically update content. For example, every part of our brand new Coco Classroom was built using JavaScript.
It isn’t just for websites, though. JavaScript-based technologies like Node.js are used for server-side programming, desktop applications, mobile app development, and even game development. Our JavaScript lessons give students a versatile skill set that opens doors to a wide range of career paths in the tech industry.
Easier to learn
It’s also much easier to learn than languages with more complex syntax, such as Java or C++. It’s more forgiving and intuitive, making it easier for beginners to learn - which helps boost a child’s confidence and motivation as they start their coding journey.
Also, because JavaScript projects are web-based, children can see the results of their code instantly on the screen, whereas other languages can feel a little abstract, where code needs compiling and deploying before you can really see what it does.
Future-proof
As technology continues to evolve, proficiency in JavaScript will remain a valuable asset. With the growing demand for web developers and the increasing complexity of web applications, JavaScript skills are likely to remain highly sought-after in the job market for years to come. By investing in learning JavaScript now, you are equipping your child with skills that will remain relevant and in-demand in the future job market.
Give your child a head start in the high-tech world of the future. Sign them up for our weekly coding lessons, and get 50% off your first 4 weeks.
