Título:
From “A Bridge Too Far” to Infrastructural Integration : Designing Computational Thinking for Early Childhood
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Autor:
Sánchez-Costa, Thaiz Priscilla
González Perili, Fernando
Abeldaño, Romina
Márquez, Joaquín
Casaravilla, Emilia
Gimenez, Marcos
Urruticoechea, Alar
Pires, Ana Cristina
González Perili, Fernando
Abeldaño, Romina
Márquez, Joaquín
Casaravilla, Emilia
Gimenez, Marcos
Urruticoechea, Alar
Pires, Ana Cristina
Tutor:
Tipo de documento:
Artículo
Editor:
Palabras clave:
Computational thinking
Early childhood education
Tangible interaction
Participatory design
Infrastructuring
Multi-level integration
Classroom orchestration
Early childhood education
Tangible interaction
Participatory design
Infrastructuring
Multi-level integration
Classroom orchestration
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Año de publicación:
2026
Contenido:
Resumen:
Computational thinking (CT) in early childhood is increasingly understood as a set of foundational problem-solving practices rather than as early programming. Yet, a persistent challenge
remains: how cognitively informed designs can be integrated into everyday classroom practice. This challenge echoes the longstanding “bridge” problem in cognitive science and education,
concerning the difficulty of aligning cognitive principles with pedagogical routines and institutional conditions. In this paper, we examine this integration problem through a hybrid tangible-digital CT learning design developed through a participatory design process and implemented in public preschool classrooms with children aged 4-6 years. Focusing on sequencing, decomposition, and debugging, we analyze how embodied interaction and peer collaboration support anticipatory reasoning, error-based revision, and shared regulation during problem
solving. Preliminary qualitative results indicate that children construct and revise procedural plans through tangible action, engage in collaborative debugging, and sustain attention in rulebased tasks. Crucially, these outcomes depend not only on cognitively plausible tasks, but on their infrastructuring into classroom orchestration and existing pedagogical routines. We
argue that participatory design provides a concrete mechanism for addressing the bridge problem by enabling multi-level integration of cognitive theory, interaction design, and educational
practice.
Descripción:
Editorial:
EN:
Annual Meeting of the Cognitive Science Society (48th : 2026 : Rio de Janeiro, Brasil)
Financiadores:
ANII: FMV_1_2023_1_176239
CSIC Grupos I+D: C100 (trámite 22620220100079UD)
CSIC Grupos I+D: C100 (trámite 22620220100079UD)
Citación:
Sánchez-Costa, T., González Perili, F., Abeldaño, R., Márquez, J., Casaravilla, E., Gimenez, M., Urruticoechea, A. y Pires, A. "From “A Bridge Too Far” to Infrastructural Integration : Designing Computational Thinking for Early Childhood". EN: Annual Meeting of the Cognitive Science Society [en línea]. (48th : 2026 : Rio de Janeiro, Brasil)
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https://hdl.handle.net/20.500.12008/57129
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Attribution-NonCommercial 4.0 International
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| Ficheros | Descripción | Tamaño | Formato | ||
|---|---|---|---|---|---|
| Ponencia_Fernando González Perilli_From A Bridge Too Far to Infrastructural Integration.pdf | — | 9.6 MB | Adobe PDF |
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Excepto donde se indique lo contrario, la licencia de este ítem se describe como Attribution-NonCommercial 4.0 International