Prospective Kindergarten Teachers' Readiness to Integrate Computational Thinking into Early Childhood Education

This study explores the perspectives of prospective kindergarten teachers regarding the integration of computational thinking (CT) in early childhood education (ECE), focusing on their self-assessed CT skills and attitudes toward implementing CT-related activities in the ECE settings. Recognizing the growing importance of CT as a fundamental life skill, this research aimed to assess the readiness of university students enrolled in the ECE program to integrate CT into their professional practice. Students in the first, second and third year of the bachelor study program were asked to self-assess their CT knowledge, skills and attitudes in an online survey. The results indicate that students exhibit a varied level of CT knowledge and skills: they excel in creativity, whereas the algorithmic thinking skill is perceived to be the least developed skill. In addition, they expressed overall positive attitudes toward incorporating CT activities in ECE, highlighting the potential benefits for children's cognitive and developmental growth. These insights underline the need for targeted training and curriculum adjustments to prepare future educators for implementing CT in their pedagogical practices. This study contributes to understanding of the readiness of prospective kindergarten teachers to adopt innovative educational approaches and provides a foundation for enhancing study programs to support CT in ECE.