A conceptual participatory framework for integrating coding and robotics in early childhood education

Abstract

Coding and robotics is an essential competency in the twenty-first century. In South Africa, coding and robotics is a mandatory subject in the Foundation Phase. However, successful integration into these early learning environments requires more than curricular inclusion, it also demands responsive support for educators navigating complex contextual realities. This study presents a framework, derived from a literature synthesis and participatory action research; to guide coding and robotics in early childhood education through playful learning using thematic data analysis. Co-constructed with ten Grade R educators and one external participant over a nine-month period in the Tshwane South district, data generation involved semi-structured interviews, observations, focus groups and a systematising expert interview. The framework, synthesised as NELO, comprises four interrelated components: Needs, External factors, the Learning process, and Outcomes. Findings indicate that educators require professional development, resources and collaboration initiatives to implement coding and robotics. The learning process of coding and robotics is progressive and embeds play-based, developmentally appropriate pedagogies while foregrounding localised and context-sensitive strategies. By bridging theoretical knowledge with practical realities, NELO offers a sustainable and scalable approach for the integration of coding and robotics in diverse early childhood education settings.