Abstract: Computational Thinking is a fundamental skill just as reading, writing and mathematics. It involves the development of higher-order thinking skills, such as problem-solving, and borrows from computer-science methods like the concepts of abstraction and decomposition. In the context of young populations, preferences, adoption, encouragement, and sensitization, are relevant to the development of Computational Thinking attitudes and skills. The present study was designed to explore how Computational Thinking can be integrated into a typical curriculum, considering the notions of inclusion and diversity. Thirty children (aged 4-6 years) from diverse ethnical backgrounds participated in a Hidden Treasure Hunt learning activity which was distinct by the absence of explicit instructions. Previous research show that while significant emphasis is often placed on the cognitive aspects of Computational Thinking, the affective and emotional dimensions are frequently overlooked. This study underscores the importance of not only imparting knowledge and building skills but also the role of attitudes and emotions in nurturing an environment for discovery and higher-order thinking abilities development in young children.