Observational analysis of the development of computational thinking in Early Childhood Education -3 years old- through a proposal for solving problems with a ground robot with programmed directionality

A sequence of problems of increasing difficulty is presented to develop computational thinking in the first level of the second cycle of Early Childhood Education -3 years- by means of a programmed directionality ground robot. With the use the observational methodology, it has been possible to characterize the computational thinking capacity of Early Childhood Education -3 years old-schoolchildren, in the different problems that make up the intervention proposal designed. The reliability of the data has been guaranteed, in the form of inter-observer agreement, by means of the Cohen's Kappa coefficient. A generalizability analysis supports the observational sampling carried out. The development of the capacities of spatial organization and self-evaluation of the student, as well as the intervention of the teacher, have been revealed as key aspects in the resolution of mathematical problems through computational thinking in Early Childhood Education -3 years old-