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Computational Thinking (CT) and coding skills are internationally acknowledged as necessary for today's students and 21st century citizens. Nowadays, despite the multifaceted nature of CT, the introduction of CT and associated concepts is regarded as developmentally acceptable for preschool and kindergarten children. Furthermore, there is a considerable influx of software offering various interfaces and styles which facilitate the introduction of children aged four to six to essential CT, coding, and problem-solving skills. Although the creators of these environments claim that they bear educational value, there is no formal or scientifically documented evaluative system certifying this value. For instance, the fast-paced developers produce apps, and the breadth of the available apps has gone beyond what is reasonable for researchers and experts in the domain to evaluate. This article presents a literature review on the available software to encourage preschoolers’ introduction to CT, coding and general literacy skills.
Konstantina Louka (Sat,) studied this question.