![]() ![]() Wing's original definition of CT was broad enough that it ignited educators and policy-makers' interest in CT (Bocconi et al., 2016). ![]() The other viewpoint is that CT is a skill to be integrated by other disciplines and it is a way to approach sense-making in different subjects. This means CT is a specific characteristic of practicing computer science and is bound to this discipline. Grover ( 2018) defined two viewpoints on CT: one is that CT is the cognitive or “thinking” counterpart to practicing computer science in CS classrooms. In 2006, Jeanette Wing popularized the term “Computational thinking” as a universal set of skills which could allow everyone to use computer science concepts for problem solving (Wing, 2006, 2011). This work provides an understanding of the current state of the art and identifies areas that require future exploration. It consists of three parts: systematic literature review (SLR) to identify tools to teach CT to young children, analysis of tools characteristics and the possibilities that they offer to express control structures, and SLR to identify empirical evidence of successful teaching of control structures to young children using relevant tools. This work aims at (1) providing a comprehensive overview of tools that enable preschool children to build programs that include control structures, and (2) analyzing empirical evidence of the usage of these tools to teach control structures to children between 3 and 6. ![]() One of the concepts that is central in CT definitions, is the concept of control structures, but it is not clear which tools and activities are successful in teaching it to young learners. There is growing interest in teaching computational thinking (CT) to preschool children given evidence that they are able to understand and use CT concepts. ![]()
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