Computational thinking in early childhood education: a review of theoretical and empirical perspectives
DOI:
https://doi.org/10.22460/ts.v11i2.6617Keywords:
Computational thinking, Early childhood, EducationAbstract
The rapid advancement of 21st-century technology demands the mastery of new skills, one of which is computational thinking, an essential component of basic literacy that should be introduced from early childhood. This study employs a literature review method with a qualitative approach, analyzing sources published between 2016 and 2025 to examine the development of computational thinking in early childhood education, the data collection thecniques in study were carried out through a systematic process include stages literature identification, inclusion an expanding criteria, screening an selection, data analysis was conducted using the thematic analysis method. The findings reveal that this skill can be fostered through both plugged approaches (using technology such as robots and learning applications) and unplugged approaches (games and project-based activities), which effectively enhance children’s logical reasoning, creativity, and problem-solving abilities. The success of implementation is influenced by teachers’ understanding, policy support, and parental involvement. Therefore, the introduction of computational thinking should be designed to be engaging and developmentally appropriate, serving as a strong foundation for children to face the challenges of the digital era
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