The Relationship Between Pattern Skills and Computational Thinking Skills in Young Children Aged 5–6

Abstract The significance of computational thinking (CT) and mathematical skills in early childhood development is well-documented. These foundational skills are crucial for later academic success. Despite numerous theoretical studies exploring the intersections of CT and mathematical abilities, there is a notable gap in empirical research at the preschool level. This study aims to fill this gap by examining the relationship between CT and patterning skills (PS) in 5–6-year-old children. PS was selected because it is a fundamental topic in early childhood mathematics and aligns with key CT concepts. Using a quantitative, correlational research design, empirical data were collected from 183 children aged 61–72 months. On the same day, the Computational Thinking Test (CTT) and the Preschool Pattern Skills Test (PPST) were administered. The results indicate that PPST scores accounted for 22% of the variance in CTT scores, even after controlling for demographic variables, supporting the theoretical framework that PS are a key component of CT. The study underscores the need for further research to explore the relationship between mathematical skills and CT, incorporating additional mathematical dimensions and other cognitive aspects. This would provide a more comprehensive understanding of how different mathematical abilities contribute to CT development. The study fills a critical gap in understanding the relationship between CT and mathematical skills in preschoolers, with significant implications for early childhood education.