A K-6 computational thinking curricular framework: pedagogical implications for teaching practice

In this paper we propose a universal curricular framework that is intended to aid K-6 schoolteachers holistically and humanistically developing their students’ computational thinking (CT) skills (e.g. algorithmic thinking, abstraction, decomposition, generalization, patterns recognition, evaluation, and logical thinking). This framework, which can be applied to any subject at the elementary school level, is grounded on specific principles that we have gleaned from both learning theories and considerations on child development. New media literacy skills (NML) and social-emotional skills are also targeted, as they are strongly connected with CT skills and display bidirectional linkages that can comprehensively benefit students in various ways (cognitively, imaginatively/creatively, materially, socially, and affectively/emotionally) without the need for digital technologies or coding. The universal nature of our curricular proposal rests on the following factors: it is based on a cross-disciplinary approach that can be applied in ways that mirror real life; CT is seen as a universal skill that should be learned by everyone, not just computer scientists, and is applicable to every aspect of daily life; one-sided intellectualism is avoided; and, lastly, the resulting classroom practices have an impact on and are influenced by children’s cognitive, social, and emotional development.