Computational Thinking Pathways in Preschool: A Multimodal Approach.
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| Title: | Computational Thinking Pathways in Preschool: A Multimodal Approach. |
|---|---|
| Alternate Title: | Itinerarios de pensamiento computacional en Infantil: Un enfoque multimodal. |
| Authors: | Buendía, Raquel Picornell1 marpicornell@albacete.uned.es, Saéz López, José Manuel1 |
| Source: | Comunicar. jul2026, Vol. 34 Issue 86, p103-113. 11p. |
| Subject Terms: | *Computational thinking, *Preschool education, *Educational technology, *Early childhood education, *Digital literacy, *Teaching methods, *Learning |
| Abstract (English): | Computational Thinking (CT) is increasingly recognized as a foundational competence in early childhood education, supported by international digital literacy policies promoting equitable access to technological learning from early ages. However, research remains fragmented, as most studies examine a single pedagogical modality in isolation, leaving limited evidence on how young children progress across different types of CT experiences. This study aims to analyze how a sequential multimodal learning pathway—unplugged activities, block-based Android apps, and Blue-Bot tangible robotics—contributes to CT development in preschool children aged 4 to 6 years. A classroom-embedded intervention was implemented over nine weeks following three consecutive modalities. A total of 432 rubric-based observations were collected across six CT dimensions: abstraction, algorithms, decomposition, evaluation, modeling– simulation, and pattern recognition. Quantitative data were analyzed descriptively using means, standard deviations, and percentage distributions across performance levels, complemented by qualitative teacher notes for contextual interpretation. Findings reveal a clear progression across modalities, with initial-level performances decreasing (44% → 33% → 31%) and adequate–advanced levels increasing proportionally. Unplugged activities strengthened evaluation and pattern recognition, digital apps enhanced sequencing and modeling–simulation, and robotics produced the most balanced CT profile, with 50% of responses in adequate–advanced levels. Results highlight complementary contributions rather than competing effects across modalities. The study provides empirical evidence that sequential multimodal instruction supports CT development through a coherent progression from concrete to abstract reasoning. Pedagogical and policy implications include the need for structured CT pathways, teacher training in multimodal strategies, and early digital literacy initiatives aligned with international frameworks. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | El pensamiento computacional (PC) se reconoce cada vez más como una competencia esencial en Educación Infantil, respaldada por políticas internacionales de alfabetización digital que promueven un acceso equitativo al aprendizaje tecnológico desde edades tempranas. Sin embargo, la investigación sigue siendo fragmentaria, ya que la mayoría de estudios analiza una única modalidad pedagógica de forma aislada, lo que limita la comprensión sobre cómo progresan los niños a través de distintas experiencias formativas de PC. Este estudio tiene como objetivo analizar cómo un itinerario multimodal secuencial —actividades desenchufadas, aplicaciones Android basadas en bloques y robótica tangible Blue-Bot— contribuye al desarrollo del PC en alumnado de 4 a 6 años. Se implementó una intervención integrada en el aula durante nueve semanas, organizada en tres modalidades consecutivas. Se recogieron 432 observaciones rubricadas en seis dimensiones del PC: abstracción, algoritmos, descomposición, evaluación, modelado–simulación y reconocimiento de patrones. Los datos cuantitativos se analizaron de manera descriptiva (medias, desviaciones estándar y porcentajes por nivel), complementados con notas cualitativas de las docentes para contextualizar la interpretación. Los resultados muestran una clara progresión entre modalidades, con una reducción de los niveles iniciales (44% → 33% → 31%) y un aumento proporcional de los niveles adecuados–avanzados. Las tareas desenchufadas fortalecieron la evaluación y el reconocimiento de patrones, las apps digitales mejoraron la secuenciación y el modelado, y la robótica generó el perfil más equilibrado, con un 50% de respuestas en niveles adecuados–avanzados. La intervención evidencia que un itinerario multimodal secuencial favorece una progresión coherente desde el razonamiento concreto al abstracto. Se discuten implicaciones pedagógicas y políticas relacionadas con el diseño curricular, la formación docente y la alfabetización digital temprana. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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