COMPUTATIONAL THINKING AS A DRIVER OF TRANSFORMATION IN EARLY CHILDHOOD EDUCATION

Abstract

In a world where digital technology permeates every aspect of daily life, educating citizens who are capable of understanding and creating with these tools has become an urgent social challenge. The main purpose of this article was to democratize the concept of computational thinking, debunking the notion that technology in childhood is limited to passive screen use. To make this knowledge accessible to the general public, a pedagogical strategy was adopted based on a review of specialized literature and the translation of complex findings into layman’s terms, highlighting practical analogies and humanistic educational approaches. Likewise, key thematic areas such as unplugged computing, the use of concrete materials, and integration with play were addressed, demonstrating how to connect scientific knowledge with children’s everyday and school environments. Finally, it was concluded that computational thinking fosters problem-solving skills and cognitive functions without requiring significant financial investment, highlighting the vital importance of continuing to promote these practices to build a more equitable and critical scientific culture from an early age.