Abstract

This study explores computational thinking among 6–8-year-old students (Grades 1–2) through a sequence of playful unplugged tasks embedded in a story-based narrative context. The tasks were conceived to progressively introduce fundamental Computational Thinking components—decomposition, abstraction, algorithm design, and debugging. The learning sequence activated visuospatial skills through kinesthetic activities, motivation and contextualization through storytelling, along with pair-based problem-solving focused on matching characters in a binary-structured tree, aiming at the production of precise, and concrete-material instructions. The methodology combined qualitative analysis of classroom interactions in video recordings and photographic performance. Results indicate that children decomposed complex problems into manageable parts, recognized patterns, and designed logical instruction sequences, suggesting that a playful approach and pair work can contribute to Computational Thinking development. The study supports the viability and relevance of integrating computational thinking into the primary school curriculum through unplugged, playful tasks that are contextually relevant for these ages.