Eva Brooks

Although play naturally embeds computational thinking (CT) and mathematical learning in early childhood education, designing developmentally appropriate learning activities that purposefully nurture and extend these competencies remains a challenge. This study investigates how young children engage with foundational mathematical and computational concepts through analog (DUPLO^®) and digital (Blue-Bot) tools in a play-responsive early childhood education workshop setting. The study adopts a qualitative workshop format aimed at promoting playful exploration and active experimentation, involving eleven 4–5-year-old children and their two teachers. Based on a sociocultural perspective, the findings highlight that mathematics is a human activity embedded in everyday playful practices. In particular, unplugged analog activities, embedded within an open-ended narrative framework, guided and structured the process. Based on these findings, we suggest “computational play” as a framework for developmentally appropriate integration of computational thinking (CT) and mathematics. This framework offers implications for educators seeking to support early CT and mathematical learning in playful, exploratory early childhood education (ECE) environments.