Innovative Practices of Computational Thinking in Early Childhood Art Education

Abstract

Computational thinking is a core competency for 21st-century children and a key focus in innovating kindergarten curricula. This paper explores how computational thinking can be integrated into early childhood art education, with a focus on music and movement. Taking the Super Mario music and movement course as an example, it demonstrates how core CT concepts—such as sequencing, patterns, and procedural thinking—can naturally align with rhythm and movement activities. The study shows that game-based learning in this context helps young children develop basic computational thinking skills. The paper also shares practical implementation experiences, offers strategies for course optimization, and discusses possibilities for extending this approach to other areas of art education, providing practical guidance for early childhood educators.