This work investigates the impact of educational robotics activities on the development of computational thinking and programming skills in preschool children aged 3 to 6 years. Emphasizing the growing importance of fostering early programming abilities for active technological engagement, the study measured computational thinking across three dimensions: sequences, action-instruction correspondence, and debugging. The findings indicate that interventions focused on learning through educational robotics resources yield positive results, concluding that children participating in the robotics program achieve significant progress in all three measured dimensions of computational competence.
Developing Computational Skills in Early Childhood Through Educational Robotics
0:05 Early Programming Promotion: The development of programming skills is promoted from an early school age to encourage children to adopt an active and creative role in using technologies.
0:14 Research Objective: The study's primary goal is to assess the impact of educational robotics activities on the acquisition of computational thinking and programming skills in preschool children aged 3 to 6 years.
0:30 Computational Thinking Measurement: Computational thinking is measured through three specific dimensions: sequences, action-instruction correspondence, and debugging.
0:41 Positive Intervention Outcomes: Interventions centered on learning activities using educational robotics resources showed positive results regarding the computational thinking skills achieved.
0:52 Key Conclusion: Children who participate in the educational robotics program demonstrate greater progress across all three dimensions of computational competence.