As digital integration transforms modern society, equipping young learners with computational thinking (CT) skills has become an essential educational goal. However, many education systems face challenges in adapting curricula to include CT, particularly in early childhood education where resources, teacher preparedness, and instructional design require careful attention. This study adopts a novel design-based research (DBR) methodology, uniquely integrated with the Interest-Driven Creator (IDC) theory, to explore and refine effective strategies for enacting CT learning outcomes in early childhood classrooms, particularly in contexts where CT is not yet embedded in national curricula. Over a 10-week intervention in a Maltese primary school, 119 Year 1 students participated in progressively designed CT unplugged and plugged activities, aligned with iterative feedback loops to refine teaching practices. Data collected through observations, reflective meetings, interviews, and TechCheck assessments revealed consistent improvements in students' CT scores, engagement, and problem-solving abilities. Findings highlight key implementation challenges, such as resource limitations and the need for sustained teacher training, while offering practical recommendations for curriculum design. This study contributes original insights to the growing discourse on CT integration in early education by presenting an iterative, theoretically grounded intervention model that is both adaptable and scalable, offering practical solutions for curriculum designers, educators and policymakers.