Promoting computational thinking in early childhood : a novel board game design

Abstract

This paper explores the integration of computational thinking (CT) into early childhood education through the development of a custom board game for children aged 4 to 8. CT, characterized by algorithmic thinking and logical reasoning, has gained prominence in education as a 21st-century literacy skill. Early childhood education is a critical period for cognitive and social skill development, and introducing CT at this stage can enhance various skills, including communication and problem-solving. The research project is part of the CThink.IT Erasmus+ initiative and addresses the limited availability of board games targeting this age group. Employing a rapid prototyping methodology, the study seeks to answer key research questions related to educational features of play and aspects of CT promoted by the designed board game. The paper outlines the methodology for designing the game, emphasizing the importance of involving early years educators and using rapid prototyping. The game, titled "Mystery at the Museum," is introduced as a tabletop game designed for collaborative play among 4-8-year-olds. The game's objective is to develop computational thinking skills through solving a mystery in a sustainable museum setting. Components and gameplay mechanics for the first level of the game are detailed, focusing on computational thinking attributes such as decomposition, abstraction, and pattern recognition. A variation of level 1 is proposed, introducing additional components and algorithm design elements.