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The integration of Computational Thinking (CT) into K-12 education has gained significance in recent years as the field of education experiences the need to equip students with essential skills for the 21st century. This case study focused on two sequencing activities, involving plugged and unplugged tasks, conducted with four children aged four to seven, spanning pre-kindergarten to second grade. The central research question guiding the study was: "What computational thinking (CT) skills were demonstrated by K-2 students as they engaged in two different sequencing tasks?" The study identified competencies in sequencing, reverse sequencing, debugging, pattern recognition, and problem decomposition. The findings suggest that both unplugged and plugged sequencing tasks provide age-appropriate entry points for young children to develop various CT competencies. Furthermore, the study highlights the potential for plugged and unplugged sequencing tasks to be integrated into early childhood classroom activities, offering a practical approach to promoting CT skills in young learners.