Mapping Computational Thinking Research in Early Childhood Education: A Bibliometric Analysis of Explicitly CT-Labelled Literature

Abstract

Purpose: Computational thinking (CT) has increasingly been recognized as a foundational competence within early childhood education (ECE). Although the volume of research has grown, limited attention has been given to how different research traditions shape the development of CT in ECE. This study aims to examine the structural evolution of CT research in ECE and to identify dominant themes, research trends, and underexplored areas in the literature. Method: A bibliometric analysis was conducted on 210 peer-reviewed articles published between 2011 and August 2025 and indexed in the Web of Science Core Collection. Using Biblioshiny, publication trends, influential contributors, and thematic structures were analyzed to map the intellectual development of CT research in ECE. Findings: The findings indicate a rapid increase in CT research after 2017, reflecting its transition from a niche topic to an emerging and increasingly recognized area of scholarly inquiry. However, this growth remains geographically concentrated within a limited number of regional contexts. Thematic and network analyses reveal a persistent fragmentation between pedagogical implementation studies and developmental outcome-oriented research. Robotics, programming, and problem-solving emerge as dominant themes, whereas assessment approaches, teacher professional development, and unplugged pedagogies remain comparatively underdeveloped. Conclusion: The study highlights structural tensions contributing to uneven CT integration in ECE and emphasizes the need for interdisciplinary collaboration, stronger attention to teacher education, and developmentally aligned pedagogical frameworks. The findings provide a conceptual basis for guiding future research and supporting more coherent integration of CT in ECE contexts.