<p>In the last decade, there has been an increasing shift to begin teaching computer science and computational thinking in kindergarten. Most of these efforts have grown from the demand of a technically sophisticated workforce. This paper presents three contributions. First, a theoretical contribution by proposing the teaching of computer science as a humanistic endeavor that promotes self-directed learning, critical thinking and relational processes. Second, an empirical contribution by presenting results from a pilot study in which the Coding as Another Language (CAL) curriculum for ScratchJr, designed with a humanistic lens, was taught in kindergarten, first and second grade classrooms across two states in New England. Using conjecture mapping and a mixed method approach, data was collected to study whether participating students could master traditional CS practices, teachers’ perceptions of the intervention, and whether and how teachers observed students developing formative practices leading towards a humanistic perspective. Interviews with twenty-eight early elementary teachers regarding practices used in early childhood when teaching coding as a humanistic endeavor, and student learning outcomes regarding computer science skills and computational thinking were analyzed. Four practices emerged as formative towards promoting a humanistic education through the teaching of coding: Critical Thinking, Effective Communication, Personal Responsibility and Social Responsibility. Finally, as a third contribution, the paper presents a model for scaling-up and replicating the design of technology-rich formative experiences in education that can be broadly applied beyond early childhood.</p>