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2026-03-13
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Universidad Nacional de Educación a Distancia (España). Escuela Internacional de Doctorado. Programa de Doctorado en Educación
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Resumen
La presente tesis doctoral, titulada “Programación, robótica y pensamiento computacional a través de las TIC en Educación Infantil: una propuesta de intervención en un contexto de difícil desempeño”, analiza la introducción del pensamiento computacional en la etapa de Educación Infantil mediante una intervención educativa basada en actividades desenchufadas, aplicaciones digitales y robótica educativa. La investigación se desarrolla en un centro educativo castellanomanchego clasificado como de difícil desempeño, con alumnado de cinco años perteneciente en su totalidad a la etnia gitana, lo que confiere al estudio un marcado carácter inclusivo y compensador.
Diversas investigaciones recientes subrayan la relevancia de iniciar el pensamiento computacional desde edades tempranas por su impacto en el razonamiento lógico, la resolución de problemas y la planificación. Sin embargo, su aplicación sistemática en Educación Infantil sigue siendo limitada, especialmente en contextos de alta vulnerabilidad socioeducativa. Ante esta situación, la tesis plantea como objetivo general diseñar, implementar y evaluar una propuesta didáctica progresiva orientada al desarrollo del pensamiento computacional mediante el uso pedagógico de las TIC.
La investigación adopta un enfoque metodológico mixto, con predominio cuantitativo, basado en un estudio de caso con diseño pretest–postest. La muestra está compuesta por catorce alumnos y alumnas de Tercero de Educación Infantil (5 años). La intervención se desarrolló a lo largo del curso escolar 2024/2025 y se estructuró en tres fases: actividades desenchufadas de carácter manipulativo, uso de aplicaciones educativas en dispositivos Android (Lightbot Code Hour, Coding For Kids y Code Karts) y programación tangible mediante el robot educativo Blue-Bot. La evaluación se realizó mediante rúbricas específicas y pruebas pretest y postest adaptadas al nivel del alumnado.
Los resultados evidencian mejoras significativas en cinco de las seis habilidades del pensamiento computacional evaluadas, algoritmos, modelado y simulación, evaluación, abstracción y reconocimiento de patrones, destacando el impacto de la robótica educativa en la secuenciación, la anticipación y la corrección de errores. Aunque la descomposición no alcanzó significación estadística, se observaron avances cualitativos relevantes durante la intervención.
Las conclusiones muestran que el pensamiento computacional puede desarrollarse eficazmente en Educación Infantil mediante propuestas metodológicas activas y contextualizadas, incluso en entornos de difícil desempeño, contribuyendo a aprendizajes significativos y a la reducción de la brecha digital desde edades tempranas.
This doctoral dissertation, entitled “Programming, Robotics and Computational Thinking through ICT in Early Childhood Education: an Intervention Proposal in a Context of Difficult Performance”, analyses the introduction of computational thinking in Early Childhood Education through an educational intervention based on unplugged activities, digital applications and educational robotics. The research is carried out in a school in Castilla-La Mancha classified as a context of difficult performance, with five-year-old pupils belonging entirely to the Roma community, which gives the study a strong inclusive and compensatory character. Recent research highlights the importance of introducing computational thinking from early ages due to its positive impact on logical reasoning, problem-solving and planning skills. However, its systematic implementation in Early Childhood Education remains limited, particularly in highly vulnerable socio-educational contexts. In response to this need, the main objective of this thesis is to design, implement and evaluate a progressive didactic proposal aimed at developing computational thinking through the pedagogical use of ICT. The study adopts a mixed-methods approach, with a predominance of quantitative analysis, based on a case study with a pretest–posttest design. The sample consists of fourteen pupils in the third year of Early Childhood Education (5 years old). The intervention was implemented throughout the 2024/2025 school year and was structured into three phases: unplugged, hands-on activities; the use of educational applications on Android devices (Lightbot Code Hour, Coding For Kids and Code Karts); and tangible programming with the educational robot Blue-Bot. Assessment was conducted using specific rubrics and pretest and posttest instruments adapted to the developmental level of the pupils. The results show significant improvements in five of the six assessed computational thinking skills, algorithms, modelling and simulation, evaluation, abstraction and pattern recognition, highlighting the positive impact of educational robotics on sequencing, anticipation and error correction. Although decomposition did not reach statistical significance, relevant qualitative progress was observed during the intervention. The conclusions indicate that computational thinking can be effectively developed in Early Childhood Education through active, contextualised methodological proposals, even in contexts of difficult performance, contributing to meaningful learning and to the reduction of the digital divide from an early age.
This doctoral dissertation, entitled “Programming, Robotics and Computational Thinking through ICT in Early Childhood Education: an Intervention Proposal in a Context of Difficult Performance”, analyses the introduction of computational thinking in Early Childhood Education through an educational intervention based on unplugged activities, digital applications and educational robotics. The research is carried out in a school in Castilla-La Mancha classified as a context of difficult performance, with five-year-old pupils belonging entirely to the Roma community, which gives the study a strong inclusive and compensatory character. Recent research highlights the importance of introducing computational thinking from early ages due to its positive impact on logical reasoning, problem-solving and planning skills. However, its systematic implementation in Early Childhood Education remains limited, particularly in highly vulnerable socio-educational contexts. In response to this need, the main objective of this thesis is to design, implement and evaluate a progressive didactic proposal aimed at developing computational thinking through the pedagogical use of ICT. The study adopts a mixed-methods approach, with a predominance of quantitative analysis, based on a case study with a pretest–posttest design. The sample consists of fourteen pupils in the third year of Early Childhood Education (5 years old). The intervention was implemented throughout the 2024/2025 school year and was structured into three phases: unplugged, hands-on activities; the use of educational applications on Android devices (Lightbot Code Hour, Coding For Kids and Code Karts); and tangible programming with the educational robot Blue-Bot. Assessment was conducted using specific rubrics and pretest and posttest instruments adapted to the developmental level of the pupils. The results show significant improvements in five of the six assessed computational thinking skills, algorithms, modelling and simulation, evaluation, abstraction and pattern recognition, highlighting the positive impact of educational robotics on sequencing, anticipation and error correction. Although decomposition did not reach statistical significance, relevant qualitative progress was observed during the intervention. The conclusions indicate that computational thinking can be effectively developed in Early Childhood Education through active, contextualised methodological proposals, even in contexts of difficult performance, contributing to meaningful learning and to the reduction of the digital divide from an early age.
Descripción
Categorías UNESCO
Palabras clave
Pensamiento computacional, Educación Infantil, Robótica educativa, Tecnologías de la Información y la Comunicación (TIC), Inclusión educativa
Citación
Picornell Buendia, María Raquel (2026). Programación, robótica y pensamiento computacional a través de las TIC en Educación Infantil: una propuesta de intervención en un contexto de difícil desempeño. [Tesis doctoral, Universidad Nacional de Educación a Distancia (España)]
Centro
Escuela Internacional de Doctorado
Departamento
Grupo de investigación
Grupo de innovación
Programa de doctorado
Programa de doctorado en Educación