Engaging and motivating computing activities with computational thinking concepts you can use
Heidi C. Webb · Journal of computing sciences in colleges · 2013
Even before entering middle school students have been exposed to some of the conceptual methods and skill sets that underlie computational thinking (CT). For example, elementary school aged children begin using problem-solving and abstraction in Mathematics, English and Geography when they study word problems, learn about sentence structures and grammar rules, and work with maps. However, prior to middle school the problem sets tend to be concrete and scaffolded to aid the student in learning the foundations needed to work with complex problems. As children develop their cognitive capacities, they should be able to explore and learn about CT in a more abstract and generalizable fashion. However, when computing technology is added to the design and implementation of a solution it can be overwhelming for those who may not be comfortable turning to technology for answers. For this reason, problem solving can be difficult for young people who haven't learned the role technology may have in their lives now or in the future.