Integrating Computational thinking into an early childhood education course: preparing teachers of young children for the 21st century
Joohi Lee · Journal of Early Childhood Teacher Education · 2026
Computational thinking (CT) is increasingly recognized as a foundational way of reasoning that supports problem solving, creativity, and logical communication in early childhood contexts. CT is commonly described through four interrelated thinking skills — decomposition, pattern recognition, abstraction, and algorithmic thinking — which can be fostered through play, classroom routines, and developmentally appropriate technologies. This paper presents a three-session Computational Thinking Integration Module (CTIM) implemented in a face-to-face undergraduate methods course for early childhood preservice teachers. Grounded in constructivist and constructionist learning theories and informed by Brennan and Resnick’s (2012) computational thinking framework, the CTIM engaged preservice teachers in a sequence of interactive discussions and hands-on activities that expanded their understanding of CT beyond coding. These activities included an unplugged embodied activity (“Robot and Commander”) emphasizing precision and debugging, plugged robotics experiences using Bee-Bot and KIBO to support sequencing and iteration, and an analysis of common early childhood classroom routines through a CT lens. Preservice teachers’ reflections indicated a shift from viewing CT as synonymous with computer science to understanding it as a pedagogical mind-set that supports planning, sequencing, collaboration, and reflective improvement in teaching. Findings highlight practical strategies for teacher educators seeking to connect CT theory with play-based and developmentally appropriate teaching practices in early childhood teacher preparation.