Aprender a programar en Educación Infantil: análisis con la escala de participación

Coding as Literacy in Preschool: A Case Study

“…This analysis brings out and underpins important evidence for the introduction of curriculum-integrated approaches to computation in preschool. It supports previous findings on children's involvement [7], a key aspect when considering quality and educational outcomes in the preschool context, from a constructivist perspective [14]. Laevers understands involvement as "being intensely engaged in activities" and "a necessary condition for deep level learning and development (p. 3, [55]).…”

“…This is true of work around the concepts of computational thinking [3,4] and computational participation [5] or computational making [6]. Meanwhile, new pedagogical approaches have prepared the ground for the introduction of coding in early education [2,7,8]. Similar to natural languages, children should be introduced to and familiarized with these new, artificial languages from an early age [8], thus fostering their perceptual, expressive, and creative skills and laying a strong foundation for the development of critical and functional competencies.…”

“…pt/kidsmedialab/ (accessed on 22 July 2020)). This research identified young children's involvement in computational activities as well as learning opportunities in a variety of curricular areas [7]. Although public interest in the introduction of computation in primary education and policy recommendations for ICT in primary education have increased since [9], more specific guidelines for the development of pedagogical practices that integrate computation into the curriculum are still lacking, especially for preschool.…”

“…Nonetheless, the initiatives developed to date have brought computation into schools, but not primarily into classroom work. Rather, coding and robotics have been mainly complementary and always to the exclusion of preschool, despite research on their outcomes [7]. Furthermore, a consultation of the gray literature [10][11][12] shows that coding initiatives have been implemented in very different ways, most notably considering the different resources used.…”

Estrategias pedagógicas de maestros en educación inicial durante la pandemia: Tecnologías digitales y rol de las familias

“…Frente a esta problemática, se destaca una escasa literatura sobre el tema, en especial en la región latinoamericana, donde los estudios se han enfocado en la incorporación de las tecnologías digitales en el contexto de preescolar en asignaturas específicas y retos pedagógicos puntuales (Roblizo y Cózar, 2016;Lezcano, Benítez y Cuevas, 2017;Dong y Newman, 2018;Miranda y Osório, 2019). López-Ordosgoitia, Rocío; Ligarretto-Feo, Rennier y Bermúdez-Grajales, Mónica Estrategias pedagógicas de maestros en educación inicial durante la pandemia: Tecnologías digitales y rol de las familias_____________________________________________ 298 Licencia de Creative Commons Atribución 4.0 Internacional (CC BY 4.0) https://creativecommons.org/licenses/by/4.0/deed.es A pesar de esta resistencia histórica a incorporar el uso de tecnologías digitales en edades tempranas, la declaración de la pandemia Covid-19 por parte de la Organización Mundial de la Salud (Viner et al, 2020) trajo consecuencias en el ámbito de la educación infantil, forzando a los maestros y maestras a establecer un proceso de adaptación de estrategias pedagógicas a una modalidad remota mediada por las tecnologías digitales en un contexto de emergencia (Bachmann et al, 2020;Bond, 2021).…”