Development of Computational Thinking in Early Childhood Education through Educational Robotics: A Quasi-Experimental Study

Abstract

In recent years, the need to promote the development of technological and cognitive skills from the earliest levels of schooling has become increasingly evident, driven by the growing impact of Information and Communication Technologies (ICT). The objective of this study is to assess the development of Computational Thinking (CT) through the implementation of learning activities supported by programming challenges using Educational Robotics (ER) among early childhood education students. A quasi-experimental design was employed, with pretest/posttest measures and a non-equivalent control group, involving a sample of 77 students aged between 3 and 6 years, divided into an experimental group and a control group. The intervention consisted of six sessions using the Blue-Bot robot, integrating STEM approaches and the Play-Work methodology. Three CT dimensions were evaluated using a validated instrument adapted to the curriculum. The statistical analyses confirmed significant improvements in the experimental group compared to the control, demonstrating the positive impact of ER on the development of CT at an early age and providing a foundation for strengthening innovative pedagogical practices in early childhood education.