Elements of Computational Thinking Models in Early Childhood Science Literacy: A Recent Comprehensive Structured Review

In recent years, the integration of computational thinking (CT) models in early childhood science literacy has gained increasing attention due to their potential to enhance cognitive skills and problem-solving abilities in preschool learners. This systematic literature review aims to provide a comprehensive analysis of the applications and impacts of CT models in preschool education. The primary problem addressed is the need for a structured overview of how CT is being utilized to improve science literacy and learning outcomes at the preschool level. To achieve this, we conducted an extensive search of scholarly articles from reputable databases such as Scopus and Web of Science, focusing on studies published between 2023 and 2024. The flow of the study followed the PRISMA framework. A total of 29 primary studies were included in the final dataset, which were thoroughly analysed. The findings are divided into three key themes: (1) Teaching Methodologies and Educational Technologies, (2) Impact of Computational Thinking on Learning Outcomes, and (3) Curricular Integration and Teacher Education. The analysis reveals that CT models in early childhood education enhance cognitive and problem-solving skills, promote creativity and collaboration, and support the development of critical thinking. Additionally, the review highlights the need for well-structured, age-appropriate CT frameworks that engage young learners. It also emphasizes the importance of teacher training to effectively integrate CT into the science curriculum. Based on these findings, the review recommends further development of age-appropriate CT teaching materials, the exploration of effective strategies for curricular integration, and investment in professional development programs for teachers to enhance the implementation of computational thinking in preschool education.