Evaluating Computational Thinking Practices in Early Childhood Education: Insights from an Intervention Bridging Research and Practice
Tobias Bahr · 2025
Many K-12 computer science (CS) education programs have started focusing on fostering Computational Thinking (CT) skills as early as kindergarten. While secondary-level CS education has been extensively studied, there is limited research on CT practices in early childhood education (ECE), particularly from the perspective of kindergarten teachers. Understanding how CT is taught by kindergarten teachers and how they rate the CT practices of students in preschool is essential for developing effective new curricula and professional development programs. Therefore, this study evaluates an eight-week CT intervention conducted by kindergarten teachers in naturalistic settings, addressing two critical research gaps: 1) the emphasis on CT practices rather than concepts, and 2) the perspectives of kindergarten teachers on CT activities. 109 preschool students (62 female, 43 male, 4 missing information) with the age of five or six years old from six kindergartens in Baden-Württemberg, Germany participated in the intervention. The overall evaluation using the TechCheck-K and the observation scale for CT unplugged activities (OSCTU) show significant improvements of students CT skills. I conclude by discussing the implications of these findings for the integration of CT in ECE. These insights contribute to bridging research and practice, offering a foundation for sustainable CT education initiatives for young learners.