Computer programming and coding now face several obstacles in aiding students to improve their grasp of programming and coding. Furthermore, current programming approaches may more effectively measure children's programming aptitudes and abilities, necessitating a reassessment of programming training difficulties. Such a novel technique may compel educators to teach coding more effectively by crystallising multiple children's cognitive backgrounds. Considering this, the authors performed a comprehensive analysis of the existing literature (2022-2023) to identify critical mental elements and motives that might aid in gaining a broad understanding of coding learning. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was used to identify and choose relevant publications from three major internet databases: Scopus, Web of Science, and Eric. Initially, 2250 papers were reviewed and retrieved. However, this number was reduced to just 20 based on selection criteria. Several learning outcomes (assessments) and motivational elements (applications and tools) have substantially influenced children's coding and programming learning. According to the final discussion, children are motivated when exposed to pleasant and pleasurable coding environments.
