Computational thinking (CT) and its implementation in the K-12 curriculum have recently become important topics in education and research worldwide. Due to the burgeoning interest in CT in education, there has been a marked increase in empirical research in this area. Many researchers suggest that CT should be introduced and fostered early in education, as it is a precursor of academic success. However, there is little evidence from research that sums up empirical research findings to give further teaching and learning directions specific to early childhood education (ECE). Following the pre-analysis, 32 articles were selected and included in the study. Content analysis was applied to determine and evaluate the shared codes and themes related to the findings. The results demonstrate that ECE practitioners should consider incorporating CT concepts with core subject areas following an integrated teaching and learning approach in ECE, using various developmentally appropriate pedagogical practices. Copyright © 2021 Publication of Asia Pacific Society for Computers in Education.
|Title of host publication||Proceedings of Fifth APSCE International Conference on Computational Thinking and STEM Education 2021|
|Place of Publication||Taiwan|
|Publisher||Asia Pacific Society for Computers in Education|
|Publication status||Published - 2021|