Integrating computational thinking in preschool education: A case study from an internship experience

Abstract

The integration of Computational Thinking (CT) in Early Childhood Education has been widely recognized in the last decade due to its importance as a set of fundamental skills for the education of 21st-century citizens. This study examines the pedagogical practices developed by students in the master’s Program in Teaching Informatics at the University of the Azores during their teaching internships in preschool and primary education contexts. The study aimed to identify and analyze 32 unplugged and plugged-in activities, designed and implemented across seven classrooms, to promote CT skills in preschool children. A qualitative, interpretative approach was adopted, based on content analysis. Data were obtained from pedagogical practices involving the design and implementation of unplugged and plugged-in activities with preschool children to promote computational thinking. The results highlight the diversity of pedagogical strategies and underscore CT´s potential to develop various skills in children. The results also indicate that, regardless of whether strategies are implemented with or without technology, algorithmic thinking is one of the most promoted skills, closely linked to the development of laterality and spatial orientation. The results demonstrate that Computer Science Education is effective when pedagogical interventions are systematically planned. In addition, the master's program curriculum demonstrates success in integrating theory and practice, enabling the development of contextualized interventions tailored to contemporary educational needs through both remote and in-person strategies.