Assessing Algorithmic Thinking Skills in Relation to Age in Early Childhood STEM Education

In the modern digital era, intensive efforts are made to inject computational thinking (CT) across science, technology, engineering, and mathematics (STEM) fields, aiming at formulating a well-trained citizenry workforce capable of confronting intricate problems that would not be solvable unless exercising CT skills. Focusing on contributing research area assessment in first two years primary school, we investigated correlation algorithmic skills, as fundamental competency, with students’ age early childhood settings. This article reports relevant study, which implemented under umbrella quantitative methodology, employing an innovative tool constructed for serving needs our study. The was conducted within context environmental study course, adding infusing into STEM fields. results shed light between skills childhood, revealing is predictor factor and, therefore, CT.