Abstract:

The term "computational thinking" (CT), alternatively referred to as "thinking like a computer scientist" (Wing, 2006), is commonly employed to delineate concepts and processes pertaining to algorithmic thinking and logical reasoning, often associated with computer programming. Consequently, CT, as a cognitive faculty, leverages the foundational elements and methodologies derived from computer programming, while concurrently extending its applicability to encompass a broader spectrum of real-world predicaments and domains within science, technology, engineering, and mathematics (STEM).
The prominence of CT within the realm of education has experienced a gradual ascent, with proponents labeling it as the "new literacy of the 21st century" (Wing, 2006). Such a characterization is well-founded, given the escalating prevalence of technology and its pervasive integration into numerous facets of our daily lives. The competencies fostered by CT are regarded as pivotal for achieving success in the contemporary world characterized by rapid change (Barr & Stephenson, 2011; Grover & Pea, 2013; Mishra et al., 2013).
Early childhood education (ECE), as defined by Unicef, encompasses the period from birth to 8 years old (data.unicef.org) and is widely recognized as a crucial stage for the cultivation of cognitive, social, and emotional skills. This developmental phase presents an opportune moment to introduce computational thinking (CT) instruction due to the transitional nature of children's cognitive processes, as they shift from concrete to abstract thinking (Piaget, 1977). Providing active experiences that stimulate their cognitive faculties during this stage holds the potential to facilitate and support this transition. Through a systematic review of research on the integration of CT in early years education, Su and Yang (2023) concluded that age-appropriate instructional design can enable children to develop early concepts and skills of computational thinking, as well as foster related abilities such as communication, collaboration, and problem-solving during the early years.
This paper centers on the development of a customised physical board game for children between the ages of 5 and 8. This initiative is undertaken as part of the CThink.IT Erasmus + project. While attempts have been made (Machuqueiro & Piedade, 2022; Ching & Baldwin, 2018; Tsarava et al., 2018) to incorporate digital thinking into board games, the existing selection of board games targeting this particular age group remains limited. To address this gap, our approach involves employing a rapid prototyping methodology, which entails collaboration between early years educators and academics. Through iterative playtesting and refinement, we aim to enhance the design and development of this educational board game. This study reports on the current stage of the game and establishes its connection to various Computational Thinking practices that we intend to explore with young children.

Keywords:

Computational thinking, Physical board game, Early childhood education, Rapid prototyping.