The era we live in demands new ways of thinking to address new challenges. This paper describes the concept of Computational Thinking and its context in education, particularly concerning early childhood and preschool ages. The development of computational thinking in children is encouraged through various activities through play, and thus children develop generic competencies such as strategic problem solving and decision-making, develop critical thinking, creativity and innovation, and prepare for everyday life and the future. The aim of this paper was to determine the attitudes, expectations, and interests of parents regarding the introduction of Computational Thinking activities in early childhood and preschool education. A study was conducted on the sample of 136 parents of preschool children, and their attitudes toward learning Computational Thinking in early childhood and preschool were analyzed. The analysis of the results showed that parents are not fully informed about the concept of Computational Thinking. Although the majority, 63.2%, agree that everyone should know how to think computationally, and 56.6% believe that Computational Thinking will be necessary in future jobs, a significant percentage, 41.9%, believe that it is too early for Computational Thinking activities in early childhood and preschool education, and 35.3% believe that Computational Thinking will burden children and therefore should not be taught in early childhood and preschool education. This perception arose from the fact that parents strictly associate Computational Thinking with working on computers, as revealed through comments related to concerns about Computational Thinking. Therefore, it is recommended for parents to further clarify what the term computational thinking means and what is its purpose and role in early and preschool education.