Computational thinking (CT) is increasingly introduced in early childhood, yet teachers often face a gap between young children’s developmental needs, classroom orchestration constraints, and the interaction demands of digital programming activities. We report an iterative, participatory design field study that explores how CT learning activities can be designed and implemented under real classroom conditions. The study focuses on a learning programme for children aged 4–6 that combines unplugged embodied activities, tabletop tangible sequencing, and an Android tablet-based tangible user interface (TUI) prototype called CETA.

This paper presents a participatory design process to adapt JO!, a tangible literacy game, for blind and low-vision children.In collaboration with students and teachers from a public special education school in Uruguay, we conducted classroom observations, interviews, simulator testing, and co-design workshops to identify accessibility barriers and inform the redesign of tangible and digital components.Preliminary findings emphasize the need for simplified multisensory cues, adaptable physical elements, and supportive audio feedback.This work contributes to the inclusive design of tangible user interfaces (TUIs) and highlights how participatory methods can support the development of meaningful educational tools for diverse learners.

The relevance of computational thinking (CT) in early education is globally recognized, with Uruguay already incorporating it into kindergarten curricula. However, there is a notable disconnect: existing CT tools, primarily devised for small home groups, fall short in larger classroom settings. To bridge this gap, we developed Robotito VPL – an innovative, free, open-source application tailored to teachers with no programming background. Robotito VPL enables teachers to guide young children in CT learning with Robotito, a robot that engages with its surroundings, supporting a playful, hands-on learning experience for children. This paper presents the results of two usability evaluations with seven teachers. We then translated the outcomes of these evaluations into valuable lessons learned and specific design requirements.