Background: The pedagogy of computational thinking has gained extensive traction across numerous nations globally, with a particular emphasis on nurturing computational thinking in the formative years of early childhood. Nevertheless, the efficacy of diverse instructional approaches in the domain of programming education, with regards to fostering the advancement of computational thinking abilities in young children, remains a subject of ongoing debate. Objectives: The primary aim of this research is to evaluate the efficacy of programming education in fostering computational thinking skills in young children. The central focus revolves around a meticulous exploration of the influence exerted by diverse modalities of programming education on the cultivation of computational thinking abilities in early learners. Methods: A total of 32 empirical studies were incorporated into the analysis. Out of these, 77 effect sizes were deemed to meet the predefined inclusion criteria for the present study. The statistical analysis was executed utilizing Stata version 17.0 software. Results and Conclusions: The acquisition of programming skills can enhance the advancement of computational thinking in young children (Hedges's g = 0.49, 95% confidence interval [0.40, 0.58]), thereby yielding a moderate effect. When considering the triad of programming education modalities, it becomes evident that graphical programming surpasses both tangible programming and unplugged programming in terms of its efficacy in fostering the growth of computational thinking in young learners. Implications: The foregoing contributes significantly to the systematic cultivation and augmentation of computational thinking skills in young children. It establishes a foundational framework for early childhood educators and instructional tool designers to effectively and purposefully impart programming knowledge to children.