Empowering young minds: The future of computational thinking and AI education in early childhood

Abstract

Empowering young minds in today's rapidly evolving technological landscape is crucial for preparing the next generation to confront and embrace the challenges posed by this new era. Central to this mission is the integration of Computational Thinking (CT) within early childhood education, where a focus on understanding technologies, honing problem-solving skills, and fostering positive ways of thinking can shape future innovators. CT, which encompasses essential concepts, practices, and perspectives (Brennan & Resnick, 2012), is emerging as the new literacy in the age of Artificial Intelligence (AI) (Celik, 2023). By embedding CT into early curricula, we can cultivate critical skills in children that enable them to think algorithmically and adapt to technological advancements. Furthermore, creating learning environments that prioritize collaboration and creativity-utilizing technology as a tool for active engagement rather than passive consumption-will help children develop a mindset that not only adapts to change but also drives it. In this way, early childhood education can empower young minds to thrive in a future where technological fluency is essential, ultimately fulfilling the promise of a dynamic, tech-savvy society. Therefore, this special issue presents a couple of cutting-edge studies that examine the current status of early AI and CT education and pave the way for future studies.This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.