As an educator and researcher, I have spent years exploring how to integrate computational thinking (CT) into early childhood education in ways that feel natural and meaningful to young children. One evening, I had a conversation with my neighbor—a computer scientist and father of two daughters, ages 4 and 5—about the idea of CT for preschoolers. His initial reaction was one of surprise, and he asked, “Really? Isn’t that a bit early?” This simple question kicked off an engaging hour-long exchange of perspectives. We discussed what CT really means—things like breaking problems into steps, spotting patterns, and figuring out how to solve challenges. I described how young children learn these concepts through play, stories, and hands-on exploration, and he shared how those same ideas show up in computer science. The longer we talked, the more we realized we were speaking the same language. By the end of our conversation, my neighbor smiled and said, “You know, I never thought of it that way, but it makes perfect sense.” That moment reminded me how universal CT skills really are—and how powerful it can be to start nurturing them in the preschool years.

When hearing the term computational thinking, many people immediately associate it with computing numbers, computer science, or programming.

Skepticism about CT in early childhood is not uncommon. When hearing the term computational thinking, many people immediately associate it with computing numbers, computer science, or programming. Critics often argue that CT is too advanced, abstract, or inappropriate for young learners. My neighbor voiced similar concerns, questioning how concepts from a technical domain could be meaningfully adapted for children ages 3 to 5. Some early childhood educators also share this viewpoint, perceiving CT as complex and disconnected from the developmental realities of young children. This initial hesitation is completely understandable and often stems from limited information about CT, as well as a lack of clear examples demonstrating its applicability in early learning settings (Lee et al. 2023; Lee & Junho 2019). On the other hand, some teachers are eager to integrate CT but feel somewhat intimidated by the term itself and are uncertain about where to start or how to effectively incorporate it into their teaching (Lavigne et al. 2022).

When approaching CT for young children, the first step is to understand that, while closely interconnected, CT is not the same as or interchangeable with computing, computer science, or programming. CT is a cognitive framework for problem solving. It falls under the umbrella of computing and is integral to computer science and to programming, which is a branch of computer science.

CT is also an independent skill set that leverages concepts that overlap with computer science and can be applied more broadly to problem solve in other contexts and academic disciplines. In other words, CT is not limited to any specific field or to individuals pursuing careers in computer science—it is a universal skill set for everyone. CT equips children with the ability to think logically, analyze problems, and develop solutions systematically, making it an essential competency for navigating the complexities of our increasingly digital society.

Who Is This Book For?

My goal in writing this book is to make this topic accessible and practical. It demystifies CT by breaking down complex ideas into simple, actionable steps that teachers can immediately apply in their early learning settings. Whether you’re a seasoned educator looking to expand your teaching strategies or a newcomer excited to explore innovative approaches, this book provides examples and strategies tailored to help young children ages 3 to 5 think creatively and solve problems effectively. It empowers educators to foster children’s CT in natural, everyday contexts and introduce targeted CT learning experiences to further support and deepen children’s CT development.  

From morning circle time to building block structures to navigating obstacle courses, the routines and play-based learning experiences that young children engage in every day inherently incorporate CT. Understanding this foundational principle can help educators get their early learning settings buzzing with curiosity, where every question, every game, and every playful moment becomes a stepping stone toward building powerful CT skills.

The upcoming book will provide readers with an understanding of what CT is, the components of CT, and why it’s important in early childhood. It will also highlight examples of how educators engage in helping children develop this type of thinking. Below are two examples from the book which highlight how CT is something educators can bring into their existing routines and learning activities.

Example 1: Computational Thinking and Morning Interactions with Children

Mr. Miyazaki: Good morning, Angelica! 
Angelica: Good morning, Mr. Miyazaki! 
Mr. Miyazaki: How are you?  
Angelica: Good! 
Mr. Miyazaki: Tell me what is making you feel good.

The prompt Mr. Miyazaki uses (“Tell me what is making you feel good”) guides Angelica to logically think about her own feelings. Angelica may have responded “good” out of habit, but when asked to consider the cause of this feeling, she needs to contemplate what exactly is making her feel good in order to answer. This is a question that Angelica may not think of often on her own. It also requires her to engage with the important CT skills involving cause-and-effect—in other words, what (the cause) is leading to her happiness (effect). It may not be possible for educators to have exchanges like this with every child since mornings are such a busy time for greeting children and their families. However, when you find a chance to ask, this question functions as a tool to promote children’s CT. This question can also be integrated during morning whole-group time. 

Example 2: Computational Thinking, Sequencing and Ordering, and Patterns in Music and Dance

Understanding that patterns are sequences helps children grasp the concept of logical progression and structure. Learning experiences that involve arranging objects or performing actions in a specific sequence reinforce this idea. For instance, teachers can invite children to follow a sequence of dance movements to the music, such as clap, stomp, jump, clap, stomp, jump, clap, stomp, jump (abc pattern). As the music plays, children perform the movements in the correct progression, helping them internalize the concept of sequencing and ordering. To support learning, the teacher may begin by demonstrating the sequence of movements slowly, ensuring the children understand each step. Once the children are familiar with the sequence, the teacher can play a lively song and encourage the children to perform the movements along with the music. To add complexity, variations in the sequence can later be introduced, such as clap, clap, stomp, jump, clap, clap, stomp, jump (aabc pattern). This not only reinforces sequencing and ordering but also engages children physically and rhythmically, making the learning process both effective and enjoyable. Through hands-on activities, children develop a stronger understanding of sequences and order, which are fundamental concepts in pattern recognition.

References

Lavigne, H., J. Orr, & M. Wolsky. 2022. “Helping Your Preschool Child with Computational Thinking.” Message in a Backpack. Teaching Young Children 15 (3): 7. 

Lee, J., C. Joswick, & K. Pole. 2023. “Classroom Play and Activities to Support Computational Thinking Development in Early Childhood.” Early Childhood Education Journal 51 (3): 457–68. 

Lee, J., & J. Junho. 2019. “Implementing Unplugged Coding Activities in Early Childhood Classrooms.” Early Childhood Education Journal 47 (6): 709–16.