Understanding Developmental Trajectories of Computational Thinking Concepts in Primary School: An Empirical Study of Sequences, Loops, and Conditionals

Computational thinking (CT) is increasingly recognized as a foundational skill in primary education, yet its developmental progression in the early school years remains underexplored. This study examined CT as a competence comprising three core concepts—sequences, loops, and conditionals—through a cognitive developmental lens. A total of 517 students in Grades 1 to 3 in Greece were assessed using the Greek adaptation of the Beginners Computational Thinking Test (BCTt), a validated tool for young learners. To examine performance trends, conceptual interrelations, and learner profiles, we employed repeated-measures ANOVAs, correlation analysis, and cluster analysis. The results showed that students performed highest in sequences, followed by loops and conditionals, with statistically significant differences across concepts. This pattern was also reflected in the cluster analysis, which identified three distinct student profiles differing in both overall performance and conceptual emphasis. Overall, the findings underscore the progressive nature of CT development and highlight the need for instruction aligned with students’ cognitive readiness and conceptual growth.