Zapata-Cáceres, MaríaFanchamps, Nardie2024-02-082024-02-082021-06Zapata-Cáceres, M., & Fanchamps, N. (2021). Using the Beginners Computational Thinking Test to Measure Development on Computational Concepts Among Preschoolers. In Proceedings of the 5th APSCE International Computational Thinking and STEM in Education Conference 2021 (pp. 32-37). Asia-Pacific Society for Computers in Education. https://cte-stem2021.nie.edu.sg/assets/docs/CTE-STEM_Compiled-Proceedings.pdf2664-5661https://hdl.handle.net/10115/30005The implementation of programming in primary education is in the forefront of attention in many countries. The application of programmable robots offers many opportunities to learn the basic concepts of programming. Learning and understanding these underlying concepts is not only reserved for students of five years and older but can also be learned at a younger age. Until now, making a development on Computational Thinking (CT) objectively measurable among preschoolers was not possible since no validated instrument was available for this purpose. Furthermore, it is unclear which capabilities of CT are achieved at each age and which are not reachable. To establish which CT skills are of interest to students and within the reach of each age group and therefore, teachable, this study has been carried out. To assess CT, the Beginners Computational Thinking test (BCTt) was used, along with direct observation and interviews. Results show the suitability of the BCTt among 5 years-old students and, partially among 4 years-old students. When applying two types of programmable robots a significant increase in the development of CT was observed. A development of specific complex programming concepts can also be demonstrated. In addition to the skills shown, it also appears that children are highly motivated to learn programming at a very young ageengComputational Thinkingpreschoolersprimary educationprogrammable robotsassessmentinfo:eu-repo/semantics/conferenceObjectinfo:eu-repo/semantics/restrictedAccess