Cultivating preschool children's social-emotional learning through computational thinking activities

This qualitative case study aimed to explore how preschool children's participation in Computational Thinking (CT) activities facilitated the development of Social-Emotional Learning (SEL) skills. The study was conducted in an early childhood education center with four children aged 4–5. Over eight weeks, participants engaged in CT activities designed based on Positive Technological Development (PTD) and SEL frameworks. The first four weeks involved unplugged activities, while the following four weeks incorporated plugged-in activities. Data was collected through video recordings of the class sessions and analyzed using thematic analysis. The findings indicated that CT activities supported the development of key SEL skills such as self-awareness, social awareness, relationship skills, self-management, and responsible decision-making. These skills emerged through three interconnected characteristics of CT activities: collaborative design, the nature of teacher guidance, and step-by-step progression. Collaborative tasks helped children work together, solve problems, and make group decisions. Teacher guidance supported emotional expression, encouraged children to notice others' feelings, and helped them communicate and cooperate. Step-by-step activities allowed children to focus on small parts of a task, reflect on their actions, and manage their emotions. The findings suggest that when carefully designed and implemented, CT activities offer a developmentally appropriate and engaging context for nurturing social-emotional skills in early childhood.