This colloquium aims to highlight that computational thinking is not a new set of thinking process skills; rather, it already exists within early childhood classroom activities. By recognizing the computational thinking skills embedded in station activities in early childhood classrooms, teachers of young children can leverage these existing practices to promote computational thinking skills in young children more intentionally. Through the lenses of early childhood educators, the authors identify the observable computational thinking skills displayed in common stations, including manipulative, reading, sand/block, dramatic play, and art/craft stations.
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