In a world increasingly shaped by technology, introducing coding in preschool education does not mean teaching young children how to become programmers. Rather, it means giving them opportunities to develop ways of thinking, exploring and solving problems that can support their learning from an early age.
This is one of the key principles behind CODING&CO-DOING, a European project focused on innovative educational methodologies in early childhood education. Through coding, computational thinking and experiential learning, the project aims to provide teachers with new approaches and tools that combine innovation, creativity, cooperation and inclusion.
Coding beyond technology
When we talk about coding with preschool children, technology is only one part of the educational process. Coding can begin without a computer, tablet or robot.
Simple activities involving sequences, movements, colours, directions, stories and games can introduce children to some of the fundamental concepts of computational thinking. Following a sequence of instructions, finding different solutions to a problem, recognising patterns or correcting a mistake are all experiences that help children develop logical and creative thinking.
For this reason, unplugged activities play an important role in preschool coding education. Children can become the “robots” themselves, following instructions given by their classmates, creating paths on the floor, arranging images in a sequence or working together to reach a shared goal.
Educational technologies and age-appropriate robots can then complement these experiences, making learning even more interactive and engaging.
Learning through experience
Preschool children learn primarily through play, movement, experimentation and relationships. Coding activities should therefore be designed according to the same pedagogical principles.
The objective is not to provide children with predetermined answers, but to create situations in which they can explore, make predictions, test their ideas and try again when something does not work.
In this context, error becomes an important part of learning. If a sequence does not produce the expected result, children are encouraged to observe what happened, identify the problem and find another possible solution.
This process supports not only computational thinking but also autonomy, curiosity, persistence and self-confidence.
Coding as a collaborative experience
Coding in early childhood education can also be a powerful tool for developing social and collaborative skills. Many activities can be organised in pairs or small groups, encouraging children to communicate, listen to others, negotiate possible solutions and make decisions together. The concept of “co-doing” is therefore particularly important: children do not simply learn individually but learn by doing together. The teacher has a fundamental role in facilitating this process. Rather than simply transmitting knowledge, the educator creates meaningful learning situations, asks questions, observes children’s strategies and supports them in discovering their own solutions.
An opportunity for inclusive education
Another important pedagogical dimension of coding is its potential to support inclusive learning environments. Children learn in different ways and at different rhythms. Some respond more easily to visual information, others to movement, manipulation, storytelling or interaction with their peers. Coding activities can combine many of these elements and therefore offer different ways for children to participate. Activities can also be adapted according to children’s individual needs and the characteristics of each group. This flexibility is particularly important when working in diverse classrooms, including children with special educational needs or different linguistic and cultural backgrounds. There is no single methodology that works for every child. The educator’s task is to observe, adapt and continuously rethink the learning experience.
The role of teachers
Introducing coding in preschool education does not require teachers to become technology experts. What matters most is understanding the pedagogical value behind the activity. Teachers need opportunities to experiment with tools and methodologies themselves, reflect on their educational potential and exchange experiences with colleagues. This is why teacher training, observation, job-shadowing and international cooperation represent important elements of the CODING&CO-DOING project. Sharing practices among educators from different schools and countries can generate new ideas and help teachers develop approaches that are appropriate for their own educational contexts.
Preparing children for the future
Coding in preschool should not be understood simply as preparation for future digital skills. Its educational value is much broader. Learning to break a problem into smaller steps, cooperate with others, experiment with different solutions, understand cause and effect, recognise patterns and learn from mistakes are competences that children can use throughout their lives. By integrating coding, creativity and experiential learning into preschool education, we can therefore create environments in which technology remains a tool for learning rather than the final objective.
Through the CODING&CO-DOING project, coding becomes an opportunity to rethink educational practices and explore new ways of learning together. Because preparing children for the future does not simply mean teaching them how to use technology: it means helping them become curious, creative, collaborative and confident learners.