Perceptions on the Development of Computational Thinking in Early Childhood Education
DOI:
https://doi.org/10.5753/rbie.2025.4970Keywords:
Computer Education, Continuing Teacher Education, Computational Thinking, Early Childhood EducationAbstract
Computational Thinking involves applying computational principles to solve problems in a logical and creative manner. In early childhood education, it enables children to develop skills such as pattern recognition, sequencing, and algorithm design. However, integrating Computational Thinking into early childhood education requires teachers to be trained in specific teaching practices and tools. This article presents the results of a survey conducted in the municipal education network of a city in Paraná, Brazil, examining teachers' perceptions of teaching computing in early childhood education. The findings reveal that early childhood educators view Computational Thinking as a vital skill for student development and active participation in a digital society. Nevertheless, they feel unprepared and express a desire for specialized training. Additionally, many are unaware that computing can be taught without digital resources. In line with national public policies that incorporate computing into basic education, this study underscores the need for ongoing teacher training to foster essential cognitive skills in young children.
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Copyright (c) 2025 Claudia Heidemann de Santana, Júlio Budiski Herculani, Thelma Elita Colanzi, Heloísa Toshie Irie Saito, Aline Maria Malachini Miotto Amaral
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