COMPUTATIONAL THINKING BEYOND CODING IN EARLY CHILDHOOD EDUCATION: REFRAMING CS EDUCATION FOR THE AGE OF AI

Stamatios Papadakis

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COMPUTATIONAL THINKING BEYOND CODING IN EARLY CHILDHOOD EDUCATION: REFRAMING CS EDUCATION FOR THE AGE OF AI

Title	COMPUTATIONAL THINKING BEYOND CODING IN EARLY CHILDHOOD EDUCATION: REFRAMING CS EDUCATION FOR THE AGE OF AI
Publication Type	Journal Article
Year of Publication	2025
Authors	Papadakis, S
Journal	Journal of Baltic Science Education
Volume	24
Issue	4
Start Page	592-594
Pagination	continuous
Date Published	August/2025
Type of Article	Editorial
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	algorithmic thinking, computational processes, Computational thinking (CT), computer science
Abstract	Computational thinking (CT) is increasingly recognized globally as a fundamental skill for the 21st century, yet its implementation in computer science (CS) education often is still limited to coding activities (Bers, 2018). It is essential to reframe CT as a cognitive approach that supports computational inquiry, problem-solving, and ethical AI engagement, starting from early education using developmentally appropriate tools like ScratchJr (Papadakis, 2020). In the age of artificial intelligence and rapid technological advancements, CS education faces a critical need to evolve beyond traditional approaches.
URL	https://journals.indexcopernicus.com/search/article?articleId=4575581
DOI	10.33225/jbse/25.24.592
Refereed Designation	Refereed
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