| Metadato | Etiqueta | Valor | Idioma |
|---|---|---|---|
| dc.contributor.author | Autor | Sánchez-Costa, Thaiz Priscilla | - |
| dc.contributor.author | Autor | González Perili, Fernando | - |
| dc.contributor.author | Autor | Abeldaño, Romina | - |
| dc.contributor.author | Autor | Márquez, Joaquín | - |
| dc.contributor.author | Autor | Casaravilla, Emilia | - |
| dc.contributor.author | Autor | Gimenez, Marcos | - |
| dc.contributor.author | Autor | Urruticoechea, Alar | - |
| dc.contributor.author | Autor | Pires, Ana Cristina | - |
| dc.contributor.filiacion | Filiación | Sánchez-Costa Thaiz Priscilla, Universidad de la República (Uruguay). Centro Interdisciplinario en Cognición para la Enseñanza y el Aprendizaje | - |
| dc.contributor.filiacion | Filiación | González Perili Fernando, Universidad de la República (Uruguay). Facultad de Información y Comunicación | - |
| dc.contributor.filiacion | Filiación | Abeldaño Romina, Universidad de la República (Uruguay). Facultad de Información y Comunicación | - |
| dc.contributor.filiacion | Filiación | Márquez Joaquín, Universidad de la República (Uruguay). Facultad de Información y Comunicación | - |
| dc.contributor.filiacion | Filiación | Casaravilla Emilia, Universidad de la República (Uruguay). Facultad de Información y Comunicación | - |
| dc.contributor.filiacion | Filiación | Gimenez Marcos, Universidad de la República (Uruguay). Facultad de Información y Comunicación | - |
| dc.contributor.filiacion | Filiación | Urruticoechea Alar, Universidad Católica del Uruguay "Dámaso Antonio Larrañaga" | - |
| dc.contributor.filiacion | Filiación | Pires Ana Cristina, Instituto Universitário de Lisboa, ISCTE, Portugal | - |
| dc.date.accessioned | Fecha ingreso | 2026-10-30T17:42:25Z | - |
| dc.date.issued | Año de publicación | 2026 | - |
| dc.description.abstract | 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. | - |
| dc.description.sponsorship | Financiadores | ANII: FMV_1_2023_1_176239 | - |
| dc.description.sponsorship | Financiadores | CSIC Grupos I+D: C100 (trámite 22620220100079UD) | - |
| dc.format.extent | Extensión | 8 p. | - |
| dc.format.mimetype | Formato | application/pdf | - |
| dc.identifier.citation | 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) | - |
| dc.identifier.uri | URI | https://hdl.handle.net/20.500.12008/57129 | - |
| dc.language.iso | Idioma | en | - |
| dc.relation.ispartof | EN | Annual Meeting of the Cognitive Science Society (48th : 2026 : Rio de Janeiro, Brasil) | - |
| dc.rights | Derechos | Las obras depositadas en el Repositorio se rigen por la Ordenanza de los Derechos de la Propiedad Intelectual de la Universidad de la República.(Res. Nº 91 de C.D.C. de 8/III/1994 – D.O. 7/IV/1994) y por la Ordenanza del Repositorio Abierto de la Universidad de la República (Res. Nº 16 de C.D.C. de 07/10/2014) | - |
| dc.rights.licence | Licencia | Attribution-NonCommercial 4.0 International | en |
| dc.rights.uri | Uri de la licencia | http://creativecommons.org/licenses/by-nc/4.0/ | - |
| dc.subject | Palabras clave | Computational thinking | - |
| dc.subject | Palabras clave | Early childhood education | - |
| dc.subject | Palabras clave | Tangible interaction | - |
| dc.subject | Palabras clave | Participatory design | - |
| dc.subject | Palabras clave | Infrastructuring | - |
| dc.subject | Palabras clave | Multi-level integration | - |
| dc.subject | Palabras clave | Classroom orchestration | - |
| dc.title | Título | From “A Bridge Too Far” to Infrastructural Integration : Designing Computational Thinking for Early Childhood | - |
| dc.type | Tipo de documento | Artículo | - |
Colecciones:
| Ficheros | Descripción | Tamaño | Formato | ||
|---|---|---|---|---|---|
| Ponencia_Fernando González Perilli_From A Bridge Too Far to Infrastructural Integration.pdf | — | 9.6 MB | Adobe PDF |
Licencia Creative Commons:
Excepto donde se indique lo contrario, la licencia de este ítem se describe como Attribution-NonCommercial 4.0 International