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We introduce the Computational Thinking in Engineering Design (CTED) framework, a novel approach to early childhood STEAM (Science, Technology, Engineering, Arts, and Mathematics) education in the Industrial 4.0 era. The CTED framework integrates the five-step engineering design process (EDP) with key computational thinking practices, thus bridging the chasm between computational thinking and design thinking. Each EDP step corresponds to specific computational thinking practices: “asking” involves pattern recognition and abstraction, “imagining” requires decomposition, “planning” and “creating” necessitate algorithm design, while “creating” and “improving” demand debugging. The final step, “improving”, also incorporates pattern recognition and abstraction. To illustrate the application of the CTED framework, we present an exemplary case involving a makers’ storytelling and robotics design project in a preschool and another exemplary case involving both parents/caregivers and children in joint media engagement through an initiative called “AHA! Island”. The CTED framework is particularly valuable in early childhood education as it promotes a holistic approach to learning by integrating computational thinking into hands-on engineering projects. This integration helps children develop higher-order thinking skills, STEM habits of mind, and creativity from a young age. The CTED framework lays the foundation for designing and implementing early childhood STEAM education programs and makerspaces.

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Computational Thinking in Engineering Design (CTED): An Inclusive Teaching and Learning Framework for Early Childhood STEAM Education in the Industrial 4.0 Era

  • 章节

  • 发表日期：

    2026年

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  • Weipeng Yang,
  • Jiahong Su

摘要

We introduce the Computational Thinking in Engineering Design (CTED) framework, a novel approach to early childhood STEAM (Science, Technology, Engineering, Arts, and Mathematics) education in the Industrial 4.0 era. The CTED framework integrates the five-step engineering design process (EDP) with key computational thinking practices, thus bridging the chasm between computational thinking and design thinking. Each EDP step corresponds to specific computational thinking practices: “asking” involves pattern recognition and abstraction, “imagining” requires decomposition, “planning” and “creating” necessitate algorithm design, while “creating” and “improving” demand debugging. The final step, “improving”, also incorporates pattern recognition and abstraction. To illustrate the application of the CTED framework, we present an exemplary case involving a makers’ storytelling and robotics design project in a preschool and another exemplary case involving both parents/caregivers and children in joint media engagement through an initiative called “AHA! Island”. The CTED framework is particularly valuable in early childhood education as it promotes a holistic approach to learning by integrating computational thinking into hands-on engineering projects. This integration helps children develop higher-order thinking skills, STEM habits of mind, and creativity from a young age. The CTED framework lays the foundation for designing and implementing early childhood STEAM education programs and makerspaces.