Stories and Sequences: Supporting Computational Thinking Through Literacy in Early Childhood

ABSTRACT Early literacy experiences, including reading and writing, serve as meaningful backdrops for teachers in early childhood contexts to support and embed both computational thinking and computer science into classroom instruction. This article shares how interactive in‐class instruction that is embedded within rich literacy experiences and computer science concepts allow young children to think deeply about books that are read to them and engage in forms of creative composition. Examples of common children's books are used to demonstrate and provide opportunities for children to develop early comprehension and composition skills that intersect with computational thinking skills and computer science competencies in naturalistic and unplugged classroom contexts.