Introducing abstract computing concepts in early primary education requires innovative, developmentally appropriate methods. This paper reports on a classroom-based intervention aimed at making the binary system accessible to second-grade students through constructionist and problem-based learning strategies.

A learning scenario was developed to introduce key computer science concepts, such as bit, byte, coding, decoding, and binary representation, in an engaging and age-appropriate way. Activities were designed using elements of play, movement, visual art, and the digital tool Seesaw. The scenario was cross-curricular, connecting computer science ideas with mathematics, language, art, and physical education, while promoting creativity, collaboration, and gradual abstraction.

The study included 27 students aged 7–8 over the course of three lessons. A qualitative approach was applied, combining observation, analysis of student work, documentation in Seesaw, and final reflection. The teacher acted as a facilitator, encouraging problem-solving, peer support, and active participation.

Results show that most students successfully grasped binary logic (e.g., “light on” = 1, “light off” = 0), decoded images based on binary code, and created their own visual binary messages. All students participated in physical decoding activities (e.g., clap = 0, jump = 1), which supported understanding through movement. Reflections confirmed that students understood the practical relevance of binary representation in digital contexts.

The approach fostered both computational thinking and digital competence development. While most students progressed independently, some needed additional support when working with compression (repetition and shortening patterns), highlighting the need for further differentiation. Seesaw enabled real-time feedback and documentation of learning, enhancing student and teacher reflection.

The study demonstrates that structured, playful learning environments can make computing concepts understandable and meaningful even in the early years of schooling. It provides insights into how abstract digital ideas can be introduced through active, experiential learning connected to students’ everyday experiences.

Keywords: Binary system, coding and decoding, computational thinking, early primary education, multisensory learning, playful learning.