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<p>This study explores computational thinking among 6–8-year-old students (Grades 1–2) through a sequence of playful unplugged tasks embedded in a story-based narrative context. The tasks were conceived to progressively introduce fundamental Computational Thinking components—decomposition, abstraction, algorithm design, and debugging. The learning sequence activated visuospatial skills through kinesthetic activities, motivation and contextualization through storytelling, along with pair-based problem-solving focused on matching characters in a binary-structured tree, aiming at the production of precise, and concrete-material instructions. The methodology combined qualitative analysis of classroom interactions in video recordings and photographic performance. Results indicate that children decomposed complex problems into manageable parts, recognized patterns, and designed logical instruction sequences, suggesting that a playful approach and pair work can contribute to Computational Thinking development. The study supports the viability and relevance of integrating computational thinking into the primary school curriculum through unplugged, playful tasks that are contextually relevant for these ages.</p>

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Computational Thinking in Childhood Education: Exploring Fundamental Components Through Playful Unplugged Tasks and Storytelling

  • 期刊论文

  • 发表日期：

    2026年5月12日

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  • Soledad Estrella,
  • Brahiam Ramírez,
  • Patricio Santibáñez,
  • Alejandra Mondaca-Saavedra,
  • Roberto Araya,
  • Raimundo Olfos,
  • Marcela Parraguez

摘要

This study explores computational thinking among 6–8-year-old students (Grades 1–2) through a sequence of playful unplugged tasks embedded in a story-based narrative context. The tasks were conceived to progressively introduce fundamental Computational Thinking components—decomposition, abstraction, algorithm design, and debugging. The learning sequence activated visuospatial skills through kinesthetic activities, motivation and contextualization through storytelling, along with pair-based problem-solving focused on matching characters in a binary-structured tree, aiming at the production of precise, and concrete-material instructions. The methodology combined qualitative analysis of classroom interactions in video recordings and photographic performance. Results indicate that children decomposed complex problems into manageable parts, recognized patterns, and designed logical instruction sequences, suggesting that a playful approach and pair work can contribute to Computational Thinking development. The study supports the viability and relevance of integrating computational thinking into the primary school curriculum through unplugged, playful tasks that are contextually relevant for these ages.