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Computational Thinking in Early Childhood: A Systematization of the ROVERSA Educational Experience in Relation to Basic Learning Rights

10.24050/reia.v23i46.1953
Published 2026-09-17
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Abstract

In recent years, the importance of introducing computational thinking (CT) into early childhood education has been recognized through both connected and unconnected approaches. On the other hand, in Colombia, the Basic Learning Rights (DBA, for its Spanish acronym) constitute essential curricular guidelines for the development of fundamental competencies in early childhood. Therefore, this study aimed to design and implement a pedagogical intervention that integrated the transition-level DBA with the teaching of CT, using the robotic device ROVERSA. Three structured classroom programs were developed, intentionally aligning curricular objectives with CT activities. The proposal was piloted through 8 workshops conducted with 52 transition-grade children in public educational institutions in Ibagué. The article presents the progress of the systematization of this experience, based on classroom observations and pedagogical reflections derived from the intervention process.

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