3 1.3 Discussion
Coding and making in kindergarten fosters students’ natural curiosity to explore, play, and create. In kindergarten, integrating coding and making connections takes time; however, with time and careful consideration, the success of students who can perform tasks and demonstrate their learning will be undeniable. Although many schools can access apps, OER and devices, not all students have been exposed to coding and Making. An easy way to introduce coding in kindergarten is by using Unplugged coding with students. Unplugged coding refers to hands-on tasks with simple instructions. By building a foundation in STEAM and Unplugged coding, students are exposed to key concepts and ideas using hands-on, logical and structured activities (Akiba, 2022). Examples of unplugged coding are using material in the classroom that can be moved and manipulated to follow a direction, step or spoken or visual command. These activities are a great stepping stone for introducing coding using technology. Technology has improved the ability of students to focus on their diverse learning needs and be successful in the areas of study they choose. Through the use of open educational resources, such as Scratch and Scratch Jr, students have the opportunity to thrive according to the learning preferences or styles they choose. These technologies can be reused in any context the educator needs, remixed to create a new resource, revised to suit the social constructivist learning model, kept forever, and redistributed to be shared (McNutt et al., 2022). The ability to access these technologies opens the door for all learners.
Some challenges in coding and Making are teacher preparedness and available resources. Some educators may consider coding a scary concept too difficult for kindergarten students to understand. With a complete understanding of the benefits and strategies of implementing computational thinking, coding and making a curriculum will be successful and help implement a STEAM program (2021). It is equally essential for educators to consider the developmental appropriateness of coding and when to implement coding. This is where we address the “when” and consider the stages of language and cognitive Development of our students. It will look different for different ages. For preschoolers, introducing open-ended exploration and the connection between the digital world of coding and playing with robots. Older children in kindergarten and primary grades could begin using digital programming tools to tackle real-world problems using steps and procedures (Geist, 2016).
Additionally, resources may be limited in some economically low communities, which will limit the availability of training for educators, the number of devices for students, access to stable internet and free open educational resources. These challenges were evident during the COVID-19 pandemic, which created a digital divide that made it hard to bridge the gap between equal opportunity for all students (Montiel et al, 2021).
As mentioned previously, coding is a stepping stone for many areas of learning. Coding leads to STEAM fields, which foster confidence, problem-solving skills and perseverance, to name a few. The success of coding is a gradual process that becomes evident throughout a young learner’s educational journey. (Papert,1993) Research also shows that coding in early years, including math and problem-based learning, leads to future success in post-secondary education (Yadav et al., 2016).
