CThink.IT : Think, Learn and Play in a Computational Thinking Way

This project developed a board game designed to introduce computational thinking (CT) to early years learners and provided educators with training on how to effectively use the game in the classroom. Academic research supports the idea that CT skills can be successfully acquired in early childhood, underlining the importance of introducing these skills at the beginning of a child’s educational journey. Early exposure to CT is a valuable foundation that prepares learners to meet the current and future demands of our knowledge-based society. Studies also suggest that "unplugged" approaches, those not reliant on digital technologies, can serve as effective alternatives for schools lacking adequate technological resources. In fact, unplugged activities have been shown to boost learner motivation and support the development of CT skills among primary school learners. Given that CT is a crucial skill set in today’s world, integrating it into early education is both feasible and essential. Through this project, a board game was developed to facilitate the introduction of CT concepts in early and primary education, accompanied by dedicated educator training to ensure successful implementation in the classroom.

The goal was to develop a board game that embeds CT competencies in a way that allows learners to naturally acquire these skills through collaborative game play. To support this, we worked closely with teachers to co-engineer the board game and co-create a resource pack designed to facilitate its use in the classroom. The game was translated into Maltese, Greek, and Portuguese to enhance accessibility and relevance across different linguistic and cultural contexts. A key focus throughout the development process was ensuring the game is inclusive across multiple dimensions, catering to the diverse needs of all learners. Moreover, the game was designed around themes and scenarios that promote awareness of climate change, environmental stewardship, and social inclusion—reinforcing values that are critical for both personal development and responsible global citizenship. Another objective was to introduce the game during the early years of schooling, as we believe early exposure lays a strong foundation for the continued integration of CT throughout primary education and beyond. This is essential for equipping future generations with the skills and competencies required to thrive in an increasingly complex and fast-changing world.

The project implemented a comprehensive set of activities across several key phases to develop and integrate CT in early years education through an inclusive board game. Background research was conducted to establish the theoretical framework and current practices of CT integration. A prototype board game, lesson plans, and a user manual were created in English. Following this, educators across Malta, Greece, and Portugal attended face-to-face and online teacher training sessions. Master trainers who formed part of the steering committee trained their colleagues. The game was then trialled in 23 classrooms across the three countries, targeting learners aged 4–7. Data on the game's effectiveness and impact was collected through qualitative interviews, classroom observations and quantitative questionnaires. In the next phase, the board game and its resources were refined based on classroom feedback and translated into Greek, Portuguese and Maltese to ensure local relevance and inclusivity. Subsequently, dissemination efforts were launched through multiplier events in each country and academic dissemination through conferences and journal publications. All resources can be download through the project website.

The project produced several key outputs to support the integration of Computational Thinking (CT) in early childhood education. These included the development of the CThink.IT board game, a user manual and eleven exemplar lesson plans designed to introduce CT skills in children aged 4–7 through inclusive, unplugged classroom activities. All materials were created in English and translated into Greek, Portuguese, and Maltese to ensure accessibility across partner countries. A state-of-the-art report on CT in early years education was created, and teachers were trained using a structured program involving both face-to-face and online committee meetings. The board game and resources were trialled in classrooms, with qualitative and quantitative data collected to evaluate their effectiveness. Dissemination efforts included a dedicated project website, national multiplier events and contributions to academic conferences and publications, ensuring wide impact and long-term sustainability. Supporting documentation can be accessed through https://bit.ly/cthink_erasmus