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<p>There is a growing global interest in the inclusion of coding as early as preschool. However, most coding languages involve reading and writing, leaving non-writing children deprived of the opportunity to develop any kind of coding proficiency. Moreover, many preschool teachers lack the knowledge and self-efficacy necessary for teaching coding. This case study examines the subjective experiences of preschool teachers with no early coding knowledge in implementing the <i>ScratchJr</i>-based <i>Coding as Another Language</i> (CAL) curriculum. Following a four-hour professional development session, two preschool teachers taught coding to 26 children (<i>M</i> = 5.72, <i>SD</i> = 0.33) using the CAL curriculum over seven months. Thematic analysis of semi-structured interviews with teachers identified eight key themes, including initial CS-resistance to coding, pedagogical and cultural curriculum adjustments, overcoming resistance, learning with and from children, enhanced teacherstudent relationship, inter-syllabi learning opportunities, coding-driven community partnership, and potential for self-expression. Quantitative results showed significant improvement in children’s coding knowledge, positioning most at the <i>Fluency</i> stage of CAL proficiency. Results highlighted the effectiveness of the CAL curriculum in building teachers’ coding self-efficacy, despite its relatively brief duration. They further emphasize the importance of curriculum adaptability to diverse educational contexts. These findings support overcoming technology integration barriers in early childhood education. Additionally, the study suggests using coding as a tool for creative self-expression, highlighting its potential beyond technical skill-building. This direction may be further explored to promote emotional and personal growth in both teachers and children, contributing to individual well-being improvement while supporting the integration of STEM-related subject learning in formal curricula.</p>

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From avoidance to ownership: preschool teachers learn to teach code—a case study

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年8月18日

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  • Avia Ben-Ari,
  • Tess Gavrielle Levinson,
  • Jessica Blake-West,
  • Marina Umaschi Bers,
  • Rinat B. Rosenberg-Kima

摘要

There is a growing global interest in the inclusion of coding as early as preschool. However, most coding languages involve reading and writing, leaving non-writing children deprived of the opportunity to develop any kind of coding proficiency. Moreover, many preschool teachers lack the knowledge and self-efficacy necessary for teaching coding. This case study examines the subjective experiences of preschool teachers with no early coding knowledge in implementing the ScratchJr-based Coding as Another Language (CAL) curriculum. Following a four-hour professional development session, two preschool teachers taught coding to 26 children (M = 5.72, SD = 0.33) using the CAL curriculum over seven months. Thematic analysis of semi-structured interviews with teachers identified eight key themes, including initial CS-resistance to coding, pedagogical and cultural curriculum adjustments, overcoming resistance, learning with and from children, enhanced teacherstudent relationship, inter-syllabi learning opportunities, coding-driven community partnership, and potential for self-expression. Quantitative results showed significant improvement in children’s coding knowledge, positioning most at the Fluency stage of CAL proficiency. Results highlighted the effectiveness of the CAL curriculum in building teachers’ coding self-efficacy, despite its relatively brief duration. They further emphasize the importance of curriculum adaptability to diverse educational contexts. These findings support overcoming technology integration barriers in early childhood education. Additionally, the study suggests using coding as a tool for creative self-expression, highlighting its potential beyond technical skill-building. This direction may be further explored to promote emotional and personal growth in both teachers and children, contributing to individual well-being improvement while supporting the integration of STEM-related subject learning in formal curricula.