Introducing Computer Science in Early Childhood Classrooms: Evidence from a Randomized Study in Uruguay

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Abstract

This study presents findings from a randomized controlled trial evaluating the “Coding as Another Language” curriculum in Uruguayan second-grade classrooms. The intervention aimed to improve students’ computational thinking and programming skills, as well as teachers’ self-efficacy in introducing technology and a new pedagogical approach to computer science. Through a multivariate linear regression with school-clustered standard errors, the results highlight the importance of developmentally appropriate computer science education and the role of teacher engagement during the early childhood years.

Authors

• Deborah ZAK, Ceibal

• Francisca Carocca P., Boston College

• Camila Porto, Ceibal

• Valentina Cancela, Ceibal

• javier valente, ceibal

• Victor Koleszar, Ceibal