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Technology and smart devices have become ubiquitous staples in every aspect of human life. Given the rise of computation in everyday life, introducing technology to early childhood students requires exposure to logical thinking and problem-solving skills throughout programming approaches or computational thinking. This research addresses an inquiry into a comprehensive elaboration of early childhood computational thinking development.  A novel programming toy was introduced as an educational tool based on designated themes in accordance with early-childhood education curricula. Five stages were administered to reveal parent and children engagement in robotics activities and later interview children cognitive development from parents' perspective. Children were seen exploring various ways by concentrating and paying attention, doing the given activities, and expressing their excitement and happiness. The notion that children learning from their social network environment highlighted that children involved in the KARIN programming toy's hands-on activities drive children to be more actively engaged in the exercise. It turns out that in addition to parent-student engagement, the use of KARIN Programming Toys helps shed light on how early-childhood students learn while away from their social relations during pandemic.

Developing Computational Thinking Ability in Early Childhood Education: The Influence of Programming-toy on Parent-Children Engagement