Implications

We present the idea of enhancing fundamental computational thinking concepts at early childhood ages, through fruitful, creative and engaging activities. We propose an unplugged educational approach, which we believe that would appeal to researchers, educators and policymakers that deal with the subject of introducing computational thinking in PK-12.

Our research is of general interest to the academic community, especially to scholars that support the development of computational thinking in the first grades of primary school. Our educational approach appeals to educators, researchers and policymakers that face learning as a constructivist process, opt in favor of student-centered education, acclaim game-based learning and approve educational approaches that transform students from passive consumers to active creators of knowledge.

Limitations

The limitations of our research are associated with the small sample used. Nevertheless, the results of this limited research are important as they reveal the potential positive impact of the proposed educational approach for enhancing computational thinking. Thus, this research could be used as the driver for the conduction of a relevant and more extensive one.