Computational Thinking in Preschoolers

Ccanto F.F.; Vargas I.M.; Acero-Apaza I.M.; Zamata-Choque H.W.; Morales L.G.; Meza-Chaupis Y.; Flores-Lira J.G. · Journal of Intelligent Decision Making and Information Science (2026) · DOI: 10.59543/jidmis.v3.1317

Resumen

This article addresses the idea of incorporating computational thinking into early childhood education and how to do so from the very earliest stages of learning. The study was conducted using a qualitative approach to which 17 papers were reviewed from 2015 to 2024 from journals indexed in Scielo, SCOPUS, and Google Scholar. The studies were based on the teaching methods and technologies in the preschool setting. Computational thinking (sequencing, logic, problem solving) is important in order to develop children in a digital environment. The tools and approaches used to teach these concepts at an early age have been effective at bringing them into the world, but we need to adapt educational strategies to cultural and context-specific dimensions in order to develop their effectiveness. Early integration of computational thinking in preschool education provides a structured and creative way of thinking, essential for learning at all levels. Creative and innovative strategies and use of technology in early childhood education can revolutionize the way children think. Educational approaches to learn in different cultural contexts are needed to help prepare students for a new world with the digital landscape.

Instituciones: Universidad Nacional Mayor de San Marcos; Universidad Nacional del Altiplano; Universidad Autónoma del Perú; Universidad Nacional de Educación Enrique Guzmán y Valle