Computational Thinking in Preschool Age: A Case Study in Greece

Abstract

This study aims to investigate Computational Thinking (CT) in preschool age children. We tried to assess the ability of developing CT skills in kindergarten, as well as to illustrate parents’ and preschool teachers’ directly involved aspects on CT. More specifically, we investigated the readiness of preschool children to engage in activities that develop CT by using Scratch Jr. Moreover, via individual interviews, the research sheds some light on preschool children’s parents’ perceptions on personal computers use, digital media, CT and programming. Finally, we investigated the views and perceptions of preschool teachers through an electronic questionnaire about CT and its entry in kindergarten. The kindergarteners’ interactive stories were evaluated with the use of a rubric which indicates the extremely high percentage of readiness to deal with CT and programming activities in kindergarten. The analysis of the parents’ interviews shows their distrust on readiness regarding children’s engagement in CT. Finally, the majority of preschool teachers uses personal computers in kindergarten to a different degree depending on their age, experience and training to develop a variety of learning areas. Regarding CT, kindergarten teachers’ aspects appear to be swayed from positive to neutral considering its introduction in the kindergarten classroom.