| Summary: | In early childhood education, computational thinking does not focus on coding skills, but rather cultivates young children's logical thinking abilities through gamified approaches. A wide range of professional terms from computer science need to be translated into language and activities suitable for the cognitive characteristics of children aged 3 ~ 6, giving rise to a series of newly generated pedagogical terms. Based on terminology theory and early childhood education practice, this study adopts a case analysis approach to systematically examine the translation pathways and generative mechanisms of core professional terms used in computational thinking games for young children. It deeply analyzes how abstract concepts are transformed into content understandable to children through strategies such as "kinesthetic translation" "contextualized translation" and "metaphorical translation". Finally, by exploring the standardization and effectiveness of newly generated terms in teaching practice and verifying them through practical application in the author's kindergarten.
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