Abstract:
The rise in dependency on technology has had an impact on the field of education. Specifically, young learners are being encouraged to start engaging with technology, and start developing 21st century thinking skills. There has also been a need to implement coding and robotics in schools, recently in South African schools, at a young age as well. This study aimed to develop a set of guidelines for teachers to implement when planning coding and robotic activities in early childhood education. The guidelines that were outlined in this study were discovered, implemented, and evaluated throughout the study. Therefore, the guidelines outlined in this study could pave the way for other teachers to best support the development of 21st century thinking skills in coding and robotics lessons.
It is important to present opportunities to young learners to gain 21st century thinking skills, that can better equip them with the use of digital technologies. Therefore, by investigating the link between coding and robotic activities in early childhood education and the development of 21st century skills, this study provides ideas on how best to support the development in early childhood learners. The developments in the research illustrate the importance of the teachers understanding when designing and planning the coding and robotic activities designed for young learners. This study thus anticipates the need for early childhood learners to be prepared for the world of work, which implies the development of 21st century skills, specifically in coding and robotics.
