Incorporating unplugged computational thinking teaching into preschool theme-based curriculum

This research aims to investigate the effective integration of unplugged computational thinking (CT) into a project-based curriculum for preschool educators, emphasizing the interplay between thematic content and computational skills. The study also seeks to assess the impact of this curriculum on the CT abilities of young learners, contributing valuable insights to the intersection of early childhood education (ECE) and CT pedagogy. The case study methodology was employed. Purposive sampling was utilized to select a case that would yield rich and relevant data. The research involved a single class comprising 15 children aged 5-6 years old. The result reveals that unplugged CT teaching can be effectively incorporated into a theme-based curriculum project within the ECE framework. This integration significantly enhances children’s CT abilities. In delivering CT instruction, teachers are advised to provide stimulating materials, employ guided questioning strategies, and engage children in hands-on activities to optimize the learning experience. The findings demonstrate that children exhibit commendable CT performance following the CT teaching. This research contributes to the emerging field of early childhood CT education by providing practical insights into the successful integration of unplugged CT activities into theme-based preschool curricula.