Objective: This study explored young children’s play experiences mediated by a coding robot within a play-based curriculum and examined the aspects of learning that emerged, with particular attention to the role of teacher support.Methods: Participants included 13 five-year-old children (6 boys and 7 girls) attending a public childcare center in S city, Gyeonggi Province, South Korea. Over eight weeks, each child was provided with a one Genibot during free play time, along with coding cards, blocks, and art materials. Data collected through 122 hours of video recordings, photographs, and verbatim transcripts of children’s dialogues were analyzed using an inductive qualitative analysis approach described by Bogdan and Biklen (2006). Triangulation of observation records, research journals, and video data was used to enhance trustworthiness.Results: Children engaged in coding robot play with curiosity and spontaneity, leading to self-directed exploration and the gradual expansion of play. Teachers supported children’s autonomy and extended learning through timely resources and open-ended questions. Learning outcomes included spontaneous learning in play, strengthened thinking and peer collaboration through problem-solving, and the emergence of creativity and expression abilities.Conclusion: Coding robots function as dynamic tools through which young children explore, collaborate, solve problem, and express themselves creatively. These findings suggest that coding robot play may support the development of creativity, critical thinking, communication, and collaboration in young children. The results underscore the importance of teacher-supported use of coding in play-based settings.
Cho et al. (Thu,) studied this question.
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