Computational Thinking: Exploring Approaches in Early Childhood Education

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Author(s): Leonard Busuttil (Faculty of Education, Msida, Malta), Diane Vassallo (Faculty of Education, Msida, Malta)and Patrick Schembri (Faculty of Education, Msida, Malta)
Copyright: 2025
Pages: 28
Source title: Effective Computer Science Education in K-12 Classrooms
Source Author(s)/Editor(s): Serhat Bahadır Kert (Yıldız Teknik Üniversitesi, Turkey)
DOI: 10.4018/979-8-3693-4542-9.ch002

Keywords: Education / Information Science Reference / K-12 Education / STEM Education

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Abstract

This chapter reviews research on integrating computational thinking (CT) in early childhood education (ECE) over the past decade, emphasizing its growing importance as a crucial skill for the technological world. It explores how CT is taught in early years, the characteristics of CT activities, and their learning outcomes. The review identifies three methodologies: unplugged, coding, and robotics. Unplugged methods use tangible materials like games to teach CT without digital devices. Coding activities foster problem-solving and creativity, while robotics offer interactive learning with programmable robots. Learning outcomes include foundational CT skills, creative problem-solving, technical proficiency, cognitive and language development, and, with robotics, positive emotions, prosocial values, and environmental awareness. Integrating CT in ECE through these methodologies provides valuable learning experiences, fostering critical thinking and preparing young learners to be creative, analytical thinkers in a technologically advanced future.

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Computational Thinking: Exploring Approaches in Early Childhood Education

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