South African Grade R teachers’ perspectives on integrating coding and robotics in early education

Abstract

The integration of coding and robotics has emerged as a groundbreaking trend in early education. With this study we examined the perspectives of 10 South African Grade R teachers over 4 months using a participatory action research design. Through semi-structured interviews, guided classroom observations and collaborative discussion groups, we explored how teachers conceptualised and implemented coding and robotics (C&R) in their classrooms. Thematic analysis, informed by the technological pedagogical content knowledge framework, revealed a range of perspectives, both affirming and critical, with positive views being more prevalent. Teachers highlighted the benefits of C&R for fostering collaboration, creativity, critical thinking, innovation and learner enjoyment, particularly when integrated with pedagogical intent. However, concerns were raised about the possible displacement of foundational developmental practices, the risk of learner dependency on technology, and the constrained functionality of tools like the Bee-Bot. The findings underscore the importance of balanced, contextually responsive implementation. By incorporating teacher insight into practice, policy and professional development, early education practitioners may harness the transformative potential of C&R while safeguarding foundational developmental needs.