Journal of Technologies Information and Communication

Journal of Technologies Information and Communication, 2025 - Volume 5 Issue 2, Article No: 43278
https://doi.org/10.55267/rtic/19048

Published Online: 30 Mar 2026

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This scoping review maps recent research on Computational Thinking in preschool education published between 2017 and 2025 and indexed in the Scopus database. Following the methodological framework proposed by Arksey and O’Malley and Levac et al., the review addressed the question: What approaches, pedagogical strategies, and effects are reported in recent literature on Computational Thinking in early childhood education? Using the PCC framework (Population: children aged 3–6; Concept: Computational Thinking; Context: preschool education), a systematic search and screening process resulted in the inclusion of 19 empirical studies. Data extraction focused on publication trends, educational contexts, methodological designs, and research foci. Results reveal a marked increase in scientific production from 2022 onwards, with a notable concentration of studies in 2025, indicating the consolidation of Computational Thinking as an emerging field in early childhood education. The findings highlight the predominance of educational robotics and unplugged activities, alongside diverse approaches such as game-based learning, digital storytelling, STEAM projects, and artistic and embodied practices. Across studies, positive effects were reported on algorithmic thinking, sequencing, problem-solving, collaboration, and self-regulation. The role of educators and inclusive, culturally responsive practices emerged as central to effective implementation. Despite the growing body of evidence, limitations related to the concentration of studies in specific databases and contexts persist. Overall, the review indicates that Computational Thinking in preschool education holds significant educational potential, provided that its integration is supported by intentional pedagogical practices, appropriate assessment tools, and continuous teacher professional development.

Computational Thinking Early Childhood Education Preschool Scoping Review

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