Building Computational Literacy through Computational Thinking in Pre-Service Preschool Teachers

The development of computational literacy (CL) through computational thinking (CT) is becoming increasingly crucial in preschool teacher education. However, a critical gap in the literature persists concerning effective professional development models for pre-service preschool teachers. This study aimed to fill this gap by designing and implementing an educational intervention to support the cognitive, material, and social components of CL. Drawing on a design-based research-informed approach, the intervention was conducted over 5 weeks with second-year preschool education students enrolled in an “Instructional Technologies” course. Twenty-six participants completed the study. Quantitative data from cognitive tests, performance rubric, and attitude surveys were analyzed via paired-sample and Wilcoxon signed-rank tests; qualitative reflections were examined using reflexive thematic analysis. Results showed significant improvements in cognitive knowledge (p < 0.05) and positive attitudes toward CT integration (p < 0.01). Participants engaged in creating instructional activities that reflected the application of CL principles. Qualitative findings highlighted the role of a supportive social environment fostering enjoyment and practical use in building confidence. The study’s main contribution is an empirically informed set of initial design considerations centered on (1) grounding abstract concepts in playful pedagogy, (2) enabling learning through material production, and (3) cultivating socially mediated collaborative sense-making. This framework informs more holistic teacher preparation for the digital age.