A review of the existing relevant literature suggests that the concept of computational thinking is not sufficiently represented in early childhood and preschool education. Therefore, the aim of this research is to determine the attitudes of future educators towards the introduction of computational thinking activities in early childhood and preschool education and to assess their computational thinking skills. A study was conducted to collect data on future educators' self-assessment of their computational thinking skills. The research was conducted on a sample of ninety-two students of Early Childhood and Preschool Education at the Faculty of Education in Osijek. Additionally, this research gathered information on the attitudes and opinions of Early Childhood and Preschool Education students, i.e., future educators, regarding the introduction of activities that promote the development of computational thinking skills. Since educators play a key role in shaping the educational experiences of children in early childhood, it is important to understand their perceptions and readiness to implement new pedagogical approaches that include computational thinking. After conducting the research and analyzing the data, it was concluded that in the self-assessment of computational thinking skills, the respondents rated creativity skills the highest, while algorithmic thinking skills received the lowest ratings. Future educators recognize the importance of computational thinking in early childhood and preschool education and believe that these activities will positively impact children's development.