Computational thinking and algorithmic thinking have been promoted in several educational systems as preparation for the challenges of the future. Algorithmic thinking, in particular, has long traditions in different scientific areas and can be connected to all curricular areas of Early Childhood Education in Portugal (Figueiredo, Gomes, et al., 2021). Algorithmic thinking is defined as the ability to think in terms of clear, simple, and small sequences and repetitive rules to solve a problem or understand a situation (Csizmadia et al., 2015; Futschek, 2006; Sadykova & Il’bahtin, 2020). With a focus on problem-solving and thinking and creativity skills, teachers and curriculum developers are being challenged to foster algorithmic thinking skills starting from preschool (Strnad, 2018). Therefore the strong emphasis on introducing algorithmic thinking in Early Childhood Education requires the development of quality proposals for teacher education (Gencel et al., 2021). The project “Algorithmic Thinking Skills through Play-Based Learning for Future’s Code Literates” (Algolittle), under the Erasmus+ Programme, has created a curriculum for initial teacher education. Based on work developed in Algolittle, a deck of cards has been created to work with future teachers and children in Early Childhood Education on algorithmic thinking and creativity. The resource is being validated through a process of design-based research (Ploomp, 2018).