On 14 October 2026, teachers involved in coding&CO-DoING – Teaching coding in pre-schools in a cooperative and inclusive way came together for a peer-to-peer training seminar, marking an important new step in the project and the beginning of the Research-Action phase.
The seminar was an opportunity for teachers to share knowledge, experiences and practical ideas with their colleagues, putting into practice one of the key principles of coding&CO-DoING: learning together and spreading new skills throughout the school community.
The activity was also organised in connection with EU Code Week 2026 and has been officially approved as part of the initiative under the title “coding&CO-DoING: Peer Teachers Training”.
From training to Research-Action
The seminar marked the beginning of the Research-Action, a key phase that will guide the project over the coming months.
Through this new phase, teachers will bring the methodologies developed within coding&CO-DoING directly into their classrooms, experimenting with coding activities and reflecting together on how they can support children’s learning.
Research-Action plays a central role in the project: experiences and observations gathered during classroom experimentation will contribute to the development of guidelines designed to facilitate the integration of coding into educational practice.
During the seminar, teachers also presented and explored the educational resources purchased through the project, discussing their potential and how they can be used to create engaging coding experiences for young children.
Teachers learning from teachers
Teachers formed pairs to learn from and support one another, creating a collaborative process that will continue throughout the next stages of the project. The aim is to share skills and experiences and progressively make coding a common educational practice across classes and linguistic sections.
Rather than approaching coding simply as the use of digital technology, coding&CO-DoING explores its potential as a tool for developing critical thinking, logical reasoning, creativity, problem-solving and collaboration.
From an early age, coding activities can help children observe, experiment, understand cause-and-effect relationships, make predictions and find creative solutions. Cooperative activities can also encourage peer learning and give every child an active role in the learning process.
The interest and enthusiasm shown by teachers during the seminar were particularly encouraging. Seeing teachers exchange practices, share what they have learned and support their colleagues is itself an important achievement for coding&CO-DoING.
One of the ambitions of the project is precisely to create this multiplier effect: the teachers directly involved can gradually become mentors for other educators, helping knowledge and good practices spread beyond the initial working group and reach the wider school community.
coding&CO-DoING at EU Code Week 2026
The seminar also represents our contribution to EU Code Week 2026, connecting the work taking place within coding&CO-DoING with a broader European initiative dedicated to promoting coding and digital skills.
Our contribution starts with teachers because bringing coding into early childhood education also means giving educators the tools, confidence and opportunities they need to experiment with new methodologies and share them with others.
The seminar on 14 October was therefore both a milestone and a starting point. The training and exchange between teachers now move into the classrooms, opening a new period of experimentation and collaboration through the Research-Action phase.
From teacher to teacher, from ideas to practice, and from classrooms to a wider European community: coding&CO-DoING is ready to celebrate EU Code Week and continue its journey towards creative, inclusive and cooperative digital education.