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<p>Computational thinking (CT) is a problem-solving approach rooted in computing principles and has been increasingly promoted in early childhood education (ECE) with robot programming. Yet, few studies have focused on observing how ECE teachers scaffold children to learn CT through interacting with programmable robots. We conducted a video analysis of seven weekly robot programming lessons at a kindergarten in Hong Kong to examine the scaffolding strategies that enhance CT development among 5-year-olds. We adopted a hybrid approach that included open coding through conversational analysis and the use of predefined codes derived from a three-dimensional CT framework to systematically analyse the video data. Results revealed that teachers employed various strategies (i.e., demonstrations, requests, step-by-step questioning, and embodied and unplugged activities) to foster children's understanding of robot programming and CT concepts. These findings highlight the flexibility and effectiveness of dynamic scaffolding strategies in promoting CT development in young children. Lastly, we propose the 3A-CT Teaching Model (integrating CT concepts into three phases for teaching: Aware, Apply and Act) based on the video analysis to inform future research and practice.</p>

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Teacher scaffolding in robot-based computational thinking: A video-based study

  • 期刊论文

  • 发表日期：

    2025年10月10日

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  • Elaine Lam,
  • Weipeng Yang

摘要

Computational thinking (CT) is a problem-solving approach rooted in computing principles and has been increasingly promoted in early childhood education (ECE) with robot programming. Yet, few studies have focused on observing how ECE teachers scaffold children to learn CT through interacting with programmable robots. We conducted a video analysis of seven weekly robot programming lessons at a kindergarten in Hong Kong to examine the scaffolding strategies that enhance CT development among 5-year-olds. We adopted a hybrid approach that included open coding through conversational analysis and the use of predefined codes derived from a three-dimensional CT framework to systematically analyse the video data. Results revealed that teachers employed various strategies (i.e., demonstrations, requests, step-by-step questioning, and embodied and unplugged activities) to foster children's understanding of robot programming and CT concepts. These findings highlight the flexibility and effectiveness of dynamic scaffolding strategies in promoting CT development in young children. Lastly, we propose the 3A-CT Teaching Model (integrating CT concepts into three phases for teaching: Aware, Apply and Act) based on the video analysis to inform future research and practice.