DEVELOPMENT OF COMPUTATIONAL THINKING IN PRESCHOOL CHILDREN THROUGH THE BEAR BOT

Abstract

Abstract

This study examined the impact of using Bear-Bot on the development of computational thinking in preschoolers from vulnerable sectors in four districts of Lima. A quasi-experimental design with pretest and posttest was used, evaluating four dimensions: problem space updating, problem difficulty reduction, algorithm or plan development, and goal achievement verification. The sample consisted of preschool-aged children who participated in activities designed to assess their computational thinking skills. The results showed significant improvements in their ability to break down problems, organize ideas sequentially, and create logical solutions. By the end of the intervention, the children demonstrated greater ability to structure their problem-solving processes and monitor their own performance. The use of Bear-Bot, as a playful and interactive tool, facilitated the understanding of these complex concepts in an accessible and engaging way. These findings suggest that educational software focused on computational thinking is an effective strategy to strengthen cognitive skills in early childhood education. Therefore, its integration into the school curriculum is recommended to enhance learning from an early age and promote the development of computational thinking.