Reports

This State-of-the-Art report explores how Computational Thinking (CT) is understood and implemented in Early Childhood Education (ECE) across three European countries participating in this ERASMUS+ project. It begins by identifying common definitions of CT, then examines its current status in ECE, and reviews a range of recent approaches used in practice. Through a systematic review of research and initiatives from the past ten years, the report aims to answer three key questions: how CT is taught in early years, the characteristics of CT activities, and the intended learning outcomes. The goal is to provide a clear overview of current practices and experiences in integrating CT in ECE.

This report highlights the importance of play in early childhood education, drawing on key theories and research that emphasize its developmental benefits. It explores how play—particularly structured play through games—supports cognitive, emotional, and social growth, while offering valuable opportunities for observation and learning. Special focus is given to game-based learning, especially the use of board games as educational tools that foster 21st-century skills like problem-solving, collaboration, and critical thinking. As part of the ERASMUS+ project CTHINK.IT, this literature review examines how board games are used in early years settings, with a particular interest in those promoting Computational Thinking (CT). It seeks to answer how board games impact learning, what mechanics and themes are used, and whether CT-related games are already present in early childhood classrooms, through a structured review of studies from 2012 to 2023.