  Nowadays, technology has become dominant in the daily lives of most people
around the world. From children to older people, technology is present, helping
in the most diverse daily tasks and allowing accessibility. However, many times
these people are just end-users, without any incentive to the development of
computational thinking (CT). With advances in technologies, the abstraction of
coding, programming languages, and the hardware resources involved will become
a reality. However, while we have not progressed to this stage, it is necessary
to encourage the development of CT teaching from an early age. This work will
present state of the art concerning teaching initiatives and tools on
programming (e.g., ScratchJr), robotics (e.g., KIBO), and other playful tools
(e.g., Happy Maps) for the development of CT in the early ages, specifically
filling the gap of CT at the kindergarten level. This survey presents a
systematic review of the literature, emphasizing computational and robotic
tools used in preschool classes to develop the CT. The systematic review
evaluated more than 60 papers from 2010 to December 2020, electing 31 papers
and adding three papers from the qualitative stage. The paper's amount was
classified in taxonomy to show CT's principal tools and initiates applied to
children early. To conclude this survey, an extensive discussion about the
terms and authors related to this research area is present.
