[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588285-105":59,"doc-detail-588285-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","a-curriculum-framework-and-assessment-approach-for-computational-thinking-in-the-early-years","A Curriculum Framework and Assessment Approach for Computational Thinking in the Early Years","","The article addresses the growing push to embed computing-oriented activities in children’s education as early as age two, while noting that computational thinking (CT) is not explicitly covered in the Early Years Foundation Stage statutory framework. It identifies a gap: prior CT research rarely offers curriculum-linked guidance teachers can apply. It proposes a curriculum-based framework for teaching and assessing CT, including a sample lesson plan aligned with Early Learning Goals to help educators track pupils’ skills, including those without computing training.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-curriculum-framework-and-assessment-approach-for-computational-thinking-in-the-early-years/588285/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-curriculum-framework-and-assessment-approach-for-computational-thinking-in-the-early-years/588285.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is computational thinking being integrated into early years education?","Question",{"text":112,"@type":113},"Growing developments emphasize integrating computing-oriented activities into education for very young children, starting around age two, to support progression into later Key Stage learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What gap in existing research does the article address?",{"text":117,"@type":113},"Previous research on computational thinking concepts rarely establishes curriculum links in a way that early years teachers can readily use in their teaching practices.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the proposed framework support teachers without specific computing training?",{"text":121,"@type":113},"The framework provides pedagogic guidelines and a sample lesson plan aligned to Early Learning Goals, enabling teachers to integrate CT concepts more explicitly and monitor pupils’ progress in relevant skills.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588285,1792211513,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","A Curriculum Framework and Assessment Approach for Computational  \nThinking in the Early Years  \nValerie Critten1  \nHannah Hagon2  \nMelike Aslan Unlu3  \n1Open University, UK  \n2Unplugged Tots, UK  \n3University College London, UK  \nDOI: 10.21585/ijcses.v6i4.230  \nAbstract  \nIn light of current developments, there is an increasing effort to integrate computing-oriented activities into the education of children as young as two years old. Although the computing strand is not officially addressed in the Early Years Foundation Stage Statutory Framework (DfES, 2024), a small number of early years teachers in England implement computingoriented activities to ensure that young children progress from early years to Key Stage 1. A particular gap in the field is that previous research on computational thinking concepts never or rarely establish curriculum links in a way that teachers can utilise in their practices. This theoretical article therefore proposes a curriculum-based framework for both teaching and assessing computational thinking (CT) in early years education as assessment is not possible without pedagogic guidelines. Offering a sample lesson plan with links to the Early Learning Goals, this framework aims to encourage teachers, including those without specific computing training, to integrate CT concepts more explicitly into their teaching and enables them to monitor and assess their pupils' progress in relevant skills.  \nKey words: computational thinking, early years, identifying CT, curriculum framework, assessing CT skills.  \n1. Introduction  \nMany researchers of computational thinking (CT) propose that basics of computational science or digital technology could be taught in preschool establishments, and have published studies in which very young children successfully learn to program and code utilising computer games or robots (Bers et al., 2019 ; Fessakis, 2013; Papadakis, 2020) or other coding devices such as Code-a-pillar (Wang, 2021) . It is suggested that preschool children would benefit from learning CT skills alongside reading and writing (Lee, 2022; OECD, 2023; Wing, 2006), however it has been noted that often teachers do not have the time or training to teach these skills (Wang, 2021; Wang et al, 2023) and are reluctant to add to an overloaded curriculum (Dong, 2018; Ireland, 2015) . While CT studies may take place within preschool establishments, they rarely advise on how the subject can be integrated into lessons (Yücelyiğit, 2023), that the specialist equipment may be expensive for early years’establishments (Dong, 2018), and that teachers will usually only teach to national curriculum guidelines (Barr & Stephenson, 2015), but there are many suggestions that the National Curriculum needs to change, and younger children need to start to learn some form of CT (Dong, 2018: Lee et al, 2022) .  \nThis innovative article examines the possibility and practicality of teaching and assessing CT skills to children in the early years or preschool. While many research articles support the concept of changing the curriculum there are no, or very few concrete suggestions that teachers may follow. We examined whether the Early Years curricular framework could be adapted by early years teachers in order that children could be assessed on the development of elementary CT skills before entering into the more formal education required by the Key Stage 1 curriculum guidelines and provide suggestions for CT activities that can be incorporated into the existing curriculum.  \nLiterature review  \nComputational thinking as a concept for teaching has come into prominence in the last few years. While it is often used interchangeably with computer programming in the literature (Shute et al., 2017), some theorists suggest this is a misconception and that CT should be thought of as an ongoing thinking process rather than having a code-like outcome (Lee et al., 2022; Wing, 2006) . Researchers have discussed what CT could consist of, and releva","cbCaigx4M37Yz4Fu","https://ap.wps.com/l/cbCaigx4M37Yz4Fu","pdf",398436,22,"English","# Introduction\n# Literature review\n# Curriculum-based framework for teaching and assessing computational thinking\n## Sample lesson plan and alignment with Early Learning Goals","[{\"question\":\"Why is computational thinking being integrated into early years education?\",\"answer\":\"Growing developments emphasize integrating computing-oriented activities into education for very young children, starting around age two, to support progression into later Key Stage learning.\"},{\"question\":\"What gap in existing research does the article address?\",\"answer\":\"Previous research on computational thinking concepts rarely establishes curriculum links in a way that early years teachers can readily use in their teaching practices.\"},{\"question\":\"How does the proposed framework support teachers without specific computing training?\",\"answer\":\"The framework provides pedagogic guidelines and a sample lesson plan aligned to Early Learning Goals, enabling teachers to integrate CT concepts more explicitly and monitor pupils’ progress in relevant skills.\"}]","A Curriculum Framework and Assessment Approach for Computational Thinking in the Early Years | PDF",1792064916,55]