Reconstruction Of The Early Childhood Education Curriculum Framework Based On Computational Thinking

Authors

  • Irma Yuliantina Universitas Panca Sakti Bekasi
  • Siti Roimah Universitas Panca Sakti Bekasi
  • Theresia Pipiet Dwi Hindarti Universitas Panca Sakti Bekasi
  • Dewi Murti Yuliati Universitas Panca Sakti Bekasi
  • Cindy Maurellia Universitas Panca Sakti Bekasi
  • Sri Lestari Universitas Panca Sakti Bekasi
  • Bahtiar Universitas Panca Sakti Bekasi
  • Siti Khuwaida Zilaniah Al Mumtazah Universitas Panca Sakti Bekasi
  • Wyanita Setya Husnaeni Universitas Panca Sakti Bekasi
  • Anisya Fitriasari Universitas Panca Sakti Bekasi

DOI:

https://doi.org/10.29407/e.v13i1.28277

Keywords:

Computational Thinking, Curriculum Development, Early Childhood Education

Abstract

Computational thinking is a global competency that is important to develop from an early age because it plays a role in building reasoning, problem-solving, and decision-making skills in a systematic manner. This competency is understood as a way of thinking that includes the ability to decompose, recognize patterns, abstract, and algorithmize. This study aims to examine the development of an Early Childhood Education (PAUD) curriculum that integrates computational thinking competencies in line with children's developmental characteristics. The research method used is a narrative literature study with thematic analysis of journal articles, books, and research reports relevant to computational thinking and early childhood education. There were 12 literature reviews analyzed, focusing on the concept of computational thinking, the learning approaches used, and their implications for PAUD curriculum development. The results of the study show that the development of a computational thinking curriculum in PAUD needs to emphasize learning experiences that are concrete, collaborative, and meaningful, as well as placing computational thinking as a way of thinking that is integrated into meaningful play activities. Computational thinking as a pedagogy is a way for teachers to design children's learning experiences so that children become accustomed to structured, logical, reflective, and problem-oriented thinking through play activities. This finding emphasizes the importance of developing an early childhood education curriculum that is responsive to children's global competency needs from an early age.

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References

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Published

2026-05-01

How to Cite

Reconstruction Of The Early Childhood Education Curriculum Framework Based On Computational Thinking. (2026). Efektor, 13(1), 64-73. https://doi.org/10.29407/e.v13i1.28277

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