[en] Technology has transformed the social scenario by incorporating strategies, techniques and methods to obtain more significant educational processes. The main initiative promoted is the strengthening of skills and competencies in programming and computational thinking. This article evidences the effect of a training program on educational robotics on the acquisition of computational thinking and programming skills in young children. The research design is quasi-experimental, with pretest and post-test measures, with an experimental and control group. The sample of participants consists of 46 students of the first year of Primary Education, with age between 6 and 7 years, belonging to a Spanish educational centre. Computational thinking is measured through the dimensions: algorithmic thinking sequences, abstraction-patterns and debugging. The learning activities used in the intervention sessions were an adaptation of the training actions proposed in the robotics study program ?TangibleK?. The results obtained in this study reveal positive effects concerning the performance achieved by the participants in the activities carried out. This indicates a significant effect on the strengthening of skills linked to computational thinking.? The differences found between the pretest and post-test measures of the experimental group are statistically significant and superior to those presented by the control group. In this way, it was concluded that the participants of the training program in robotics and programming obtain a more significant advance in the three dimensions of the computational competence explored.

[es] La tecnolog?a ha transformado el escenario social incorporando estrategias, t?cnicas y m?todos para obtener procesos educativos m?s significativos. Una de las principales iniciativas que se promueve es el fortalecimiento de habilidades y competencias sobre programaci?n y pensamiento computacional. Este art?culo evidencia el efecto de un programa formativo utilizando rob?tica educativa en la adquisici?n de habilidades de pensamiento computacional y programaci?n en ni?os de corta edad. El dise?o de la investigaci?n es de tipo cuasi-experimental, con medidas pretest y postest, con grupo experimental y control. La muestra la integran 46 estudiantes del primer curso de Educaci?n Primaria, con edades entre 6 y 7 a?os, pertenecientes a un centro educativo espa?ol. El pensamiento computacional se mide a trav?s de las dimensiones: pensamiento algor?tmico-secuencias, abstracci?n-patrones y depuraci?n. Las actividades de aprendizaje utilizadas en las sesiones de intervenci?n fueron una adaptaci?n de las acciones formativas propuestas en el programa de estudio en rob?tica ?TangibleK?. Los resultados obtenidos muestran efectos positivos en relaci?n con el desempe?o alcanzado por los participantes en las actividades desarrolladas. Lo que manifiesta un efecto significativo en el fortalecimiento de habilidades vinculadas al pensamiento computacional. Las diferencias encontradas entre las medidas pretest y postest del grupo experimental son estad?sticamente significativas y superiores a las que presenta el grupo control. De esta forma se concluye que los participantes del programa formativo en rob?tica y programaci?n obtienen un mayor avance en las tres dimensiones de la competencia computacional explorada.?