As computing thinking and basic computer science concepts are increasingly being integrated into primary education curricula, including the early years, questions arise regarding the developmental appropriateness of such content for young learners. Concepts such as coding, algorithms, data representation, and binary systems require a level of cognitive and linguistic maturity that is still developing in children aged six to eight. This theoretical paper explores how learners at this age understand core computing ideas and what kinds of learning environments support this understanding. Special attention is given to the role of language, symbolic thinking, and types of representation needed for the transition from concrete to abstract reasoning.

Computational thinking involves logic, sequences, patterns, and symbolic systems—concepts that are often not linked to direct sensory experience but require an understanding of structures, rules, and relations. Young children still rely on concrete strategies and have not yet fully developed operational thinking. Based on developmental psychology and learning theory, this paper examines how children’s cognitive characteristics influence their capacity to grasp computing concepts at this stage.

One of the key factors is language ability. Computing concepts are frequently introduced through verbal instructions, symbolic diagrams, algorithmic steps, and semantically demanding terminology. Children must comprehend and interpret instructions, form mental models of system behavior, and translate symbolic information into personal understanding. The paper emphasizes the importance of carefully structured language support and the gradual introduction of technical terms through pedagogical mediators such as stories, analogies, role-play, and tangible materials.

Different forms of representation that aid comprehension are also discussed: visual (drawings, diagrams), embodied (physical enactment of steps), auditory (rhythms, sequences), and narrative (stories, analogies). The paper analyzes how multisensory and embodied experiences reduce cognitive load and strengthen symbolic thinking. These practices contribute not only to better conceptual understanding but also to the development of metalinguistic awareness, narrative competence, and structural logic—essential foundations for later programming skills.

The paper concludes that the early introduction of computing concepts is both feasible and meaningful, provided that developmental factors and language skills are considered. Effective pedagogical design should not treat computing as isolated terminology but as part of a broader process of cognitive and linguistic growth. Computing concepts should be presented not as predefined content to be memorized but as symbolic systems to be explored, interpreted, and integrated into children’s lived experiences and evolving understanding of the world.

Keywords: Computational thinking, developmental appropriateness, early primary education, language development, symbolic representation.