Playful pathways to computational thinking : exploring a board game activity in early years settings

Abstract

This paper reports on a qualitative study conducted in Malta exploring a purpose-designed board game as a vehicle for promoting computational thinking (CT) among children aged 4–7 in early years classrooms. Drawing on classroom observations, focus group discussions and teacher questionnaires, the study examines how the game supported children’s engagement with core CT skills, including sequencing, pattern recognition and decomposition. Findings suggest that the narrative-driven, unplugged format facilitated playful learning and peer collaboration, while teacher mediation was crucial in scaffolding children’s understanding of CT concepts. Collaborative gameplay, in particular, was associated with deeper engagement and more observable instances of abstraction and algorithmic thinking, whereas competitive formats fostered motivation but sometimes led to more superficial decision-making. The study also identifies practical considerations for implementation, including time constraints, inclusion of pupils with additional needs, and the importance of professional development in sustaining effective use. These findings contribute to growing evidence that well-designed board games can serve as effective and inclusive tools for introducing CT in developmentally appropriate ways.