This paper presents a comprehensive overview of tools and approaches aimed at introducing programming concepts and fostering computational and algorithmic thinking in preschool-aged children and students in the early grades of primary education. In response to the increasing popularization of STEM (Science, Technology, Engineering, and Mathematics) education in the early years, this study examines how child development and technology intersect, highlighting innovative and age-appropriate approaches that engage young learners through play and interactivity. The paper addresses a wide range of tools and environments, from unplugged activities that teach fundamental programming principles without the use of digital devices, screen-free coding robots that provide tangible ways to explore logic, sequencing, and problem-solving, to visual programming tools and screen-based environments which introduce children to coding through intuitive, block-based interfaces. The paper emphasizes the importance of intentional, age-appropriate integration of these resources, underscoring their potential to foster curiosity, creativity, collaboration, and foundational skills in computational thinking. Through this comprehensive review, the study provides practical guidance for educators, curriculum developers, and policymakers aiming to enrich early learning environments with programming and algorithmic thinking.

Keywords: Preschool education, primary education, computational thinking, algorithmic thinking, unplugged coding, creen-free coding, educational robotics, visual programming tools, play-based learning, early STEM education.