Empowering Kinder Tutors Through the Implementation of Computational Thinking-Based Interactive Coding Books to Improve Children's Logical Thinking

Abstract

Digital literacy in early childhood extends beyond the ability to use technology, it also encompasses the development of computational thinking, including logical thinking, systematic reasoning, and problem-solving skills. This community service program aimed to develop and implement the Level 1 Interactive Coding Book as an appropriate technology while enhancing tutors' competencies in introducing computational thinking to children aged 4–6 years. The program was conducted through several stages, including needs assessment, book development, tutor capacity-building (upgrading skill) involving 20 Kinder Club tutors, implementation of the learning media, and program evaluation using observations, discussions, and questionnaires. The results demonstrated that the Interactive Coding Book was successfully developed by integrating six core computational thinking competencies, namely decomposition, pattern recognition, abstraction, algorithm, logical reasoning, and problem solving, which were presented through interactive worksheets based on the coding unplugged approach. The training program improved tutors' understanding of computational thinking concepts and their ability to utilize the book as an instructional medium. Participants responded positively to the book, highlighting its ease of use, engaging design, and suitability for the cognitive characteristics of early childhood learners. These findings indicate that the Interactive Coding Book has strong potential as an effective and sustainable learning resource for fostering digital literacy and computational thinking skills among young children.