In this study, we investigate how preschool teachers evaluate the implemented computational thinking activities and how they connect these activities to the skills they perceive as necessary for children’s lives. Seven teachers conducted activities aligned with the Algorithms and Programming, and Data and Analysis domains of the K-12 Computer Science Framework, engaging children in activities such as grid-based path planning, following pictorial recipes, making origami, and constructing with LEGO. Data were collected through teacher reflections using a mixed-methods approach, including open-ended question, keyword identification of acquired life skills, and Likert-scale ratings of children’s motivation, engagement, enthusiasm, surprise, and stressfulness. According to teacher reflections, the activities were generally perceived as successful; children were described as motivated, engaged, and enthusiastic, while stress was reported to be low. Teachers reported that children were developing cognitive, social, affective, and practical skills, with collaboration and sequencing emerging as the most prominent. These findings suggest that, with appropriate support, teachers can effectively implement computational thinking activities in preschool settings. Future research could examine how activities from additional Computer Science domains, such as Computing Systems, Networks and the Internet, and Impacts of Computing, can be effectively integrated into preschool education.

Keywords: Computer Science Education, Computational Thinking, Preschool Education, Algorithms, Life Skills, Engagement, Unplugged.