Computational Thinking: Impact on the development of children's creativity in transcomplex contexts
DOI:
https://doi.org/10.46502/issn.1856-7576/2025.19.04.1Keywords:
Learning, Creativity, teaching, computational thinking, transcomplexityAbstract
This article analyses in a narrative way and with an epistemological conception, the relationship between computational thinking: cognitive development and children's creativity in transcomplex contexts of kindergarten education in the interactive sensory rooms of the Universidad Autónoma de Chile. The method is Gadamer's hermeneutic circle. In addition to the support of classical documents used as a fundamental basis for sapiently evidencing the documentary evidence which outlines its importance in the need to understand the cohesion between computational thinking in the infant and cognitive development in different transcomplex contexts arising in the SIMS. It is concluded: computational thinking in the infant, from a transcomplex representation, transpires as a fundamental strategy for the integral development of the infant, linking cognitive, creative and socioemotional skills with interactive, multisensory and contextualised learning experiences.
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