The introduction of computational thinking (CT) and computer science (CS) in the K-12 curricula highlights the need to understand young learners' various perceptions and attitudes towards CT and CS. To address this challenge we draw on the work of Bourdieu's capital and Archer et al.'s science capital to propose a new capital "digital capital" as a theoretical framework. We believe that a study on young people's development of digital capital is long overdue and can give a good indication of pupils' potential for developing CT skills, as well as CS aspirations in the future.
