Contribution: Adaptation and application of a methodology to introduce Informatics from an early age to students living in disadvantaged areas in Peru and analysis of its effects. Background: On the on hand, during the COVID-19 pandemic, students living in disadvantaged areas in Peru were confined to their home under the supervision of their family and without access to computers. On the other hand, the multistage sequencing knowledge transmission methodology (L2T2L), first proposed in JolasMATIKA (Basque Country), to introduce Informatics topics using CS Unplugged from university to school had shown to be effective. Research Question: Does the introduction from an early age into Informatics affect the appreciation of students living in disadvantaged areas about what Informatics is and their attitude toward it? Is the methodology used appropriate for times of pandemic? Methodology: A pilot project based on the L2T2L methodology was introduced at the Public School of the Religious Association Br. Thomas Helm S.M. (Peru) for primary and secondary education during the 2020/2021 pandemic academic year. University engineering students from the UTEC University were in charge of initiating the transmission of Informatics concepts to teachers of secondary and primary education who transmitted the knowledge to their respective students, using mobile phones. Surveys were used to gather data at the beginning and the end of the experience. Findings: A methodology adequate for introducing Informatics from an early age and for reducing the digital divide between technologically advanced communities and more disadvantaged communities. Students and family unit members changed their opinion about Informatics.