KEHSIA asbl recently welcomed to Luxembourg a group of kindergarten teachers from the Italian partner schools of FISM – Federazione Italiana Scuole Materne di Parma – involved in the European project CODING&CO-DOING. Coordinated by KEHSIA asbl in collaboration with the European School Luxembourg II and FISM Parma as partner, the project aims to promote innovative educational methodologies in early childhood education through coding, computational thinking and experiential learning. By combining technology, creativity and inclusion, CODING&DOING supports teachers in developing new teaching approaches that help children acquire problem-solving, logical thinking and collaboration skills from an early age.
From May 4th to May 8th, Luxembourg became the meeting point for educators eager to exchange experiences, learn together and explore how coding can be effectively be introduced in kindergarten education using one the Erasmus+ tool “job-shadowing”. The participating teachers had already attended several online and in-person training sessions organised over the past months by the University of Bologna. This mobility represented an important next step in the project, allowing the Italian teachers to meet for the first time their colleagues from the European School Luxembourg II and to observe educational practices directly in an international environment.
The week opened with a training session led by the Luxembourgish NGO Kids Life Skills, specialised in innovative coding methodologies for children aged 3 to 6. During the first day, participants explored the meaning of coding in early childhood education, reflecting on concepts such as computational thinking, technology and the crucial role of teachers in guiding the learning process. Particular attention was dedicated to the balance between activities using digital tools and unplugged activities, highlighting the educational value of both approaches.
The theoretical part was followed by several practical workshops that allowed teachers to experience coding activities firsthand. The participants worked together to better understand the methodologies presented and to discover how abstract concepts can be transformed into engaging activities suitable for very young learners. One of the most valuable moments of the day was the opportunity to observe the expert conducting activities directly with children from different linguistic sections of the European School Luxembourg II. Teachers could follow step by step how coding methodologies are introduced in the classroom and how children naturally engage with problem-solving and collaborative learning. The activity proved highly enriching for everyone involved. Teachers deepened their understanding of coding and gained concrete tools to integrate these approaches into their daily teaching practice, while children enthusiastically experienced an innovative and stimulating way of learning.
Tuesday’s programme focused even more on practical application. During the morning session with Kids Life Skills, participants explored concepts such as coding input and output, cause-and-effect learning and the educational use of robots with young children. Alongside the theoretical explanations, teachers experimented directly with different educational robots in order to understand how to use them effectively in kindergarten classrooms.
A special focus was also dedicated to inclusion strategies for children with special educational needs, particularly children with ADHD and those on the autism spectrum. The session created an important space for dialogue and exchange among participants. The trainer shared practical suggestions while emphasising that there is no single perfect strategy: the most important element is the educational method itself, which always needs to be adapted to each group of children and continuously reviewed and updated over time.
The practical activities centred on Sphero Indi, an educational robot equipped with colour sensors and programmable through coloured mats. Teachers first explored the robot through experimentation and play, before leading activities directly with children. This hands-on experience allowed participants to better understand how coding and robotics can support not only logical thinking and problem-solving, but also inclusion, communication and cooperation among children with different learning styles and linguistic backgrounds.
Later in the day, the teachers finally had the opportunity to put into practice everything they had learned throughout the course. Divided into two groups, they worked with several classes from different sections of the European School Luxembourg II. Through this direct classroom experience, participants discovered how educational robots and coding activities can become powerful tools for teaching key competences in a playful and accessible way.
Although many participants acknowledged the need for further practice before feeling fully confident working in such multicultural and multilingual contexts, the activities were carried out with enthusiasm, professionalism and great dedication.
One of the most meaningful moments on a human dimension was undoubtedly the beautiful lunch organised by the teachers of the European School Luxembourg II. In its simplicity, this shared moment perfectly embodied one of the core values of Erasmus+ projects: creating genuine human connections, fostering collaboration and encouraging intercultural exchange among educators from different countries and educational systems.
The day concluded with a visit to the Europa Experience in Kirchberg, offering teachers another valuable opportunity to learn more about Europe, its institutions and the importance of international cooperation in education.
Beyond the professional development aspect, the entire week represented a powerful example of how European collaboration can create meaningful educational innovation. Thanks to the partnership between KEHSIA asbl, the European School Luxembourg II and FISM Parma, teachers had the opportunity not only to acquire new competences, but also to build relationships, exchange perspectives and reflect together on the future of early childhood education in Europe.