9
Views
16
Downloads
Open Access
Exploring Preschool Teachers' Perspectives on Pedagogical Integration of Coding in Early Childhood Classrooms
Main Article Content
Abstract
Purpose – This study aims to explore preschool teachers’ perspectives on the pedagogical integration of coding in early childhood classrooms. As coding is increasingly introduced as part of early digital literacy, understanding teachers’ perspectives is essential for designing developmentally appropriate and context-sensitive practices in Indonesian early childhood education.
Design/methods/approach – This study employed A qualitative descriptive design to capture teachers’ experiences, interpretations, and classroom considerations regarding coding integration. Five ECE (Early Childhood Education) teachers were selected through purposive sampling based on teaching experience, exposure to digital learning activities, and willingness to participate. Data were collected through semi-structured interviews and analyzed using thematic analysis through transcription, open coding, categorization, and theme development. Trustworthiness was strengthened through member checking, repeated reading of transcripts, and analytic memoing.
Findings – The analysis generated eight interrelated themes. Three core findings emerged. First, teachers showed conceptual ambiguity in defining coding, indicating that coding is still understood unevenly in ECE settings. Second, teachers experienced pedagogical tension between digital learning demands and principles of child development, which led to a strong preference for unplugged and play-based coding activities. Third, structural constraints, including limited facilities, insufficient training, and the absence of clear curriculum guidance, restricted consistent implementation. Despite these constraints, teachers recognized coding as potentially beneficial for children’s logical thinking, creativity, problem-solving, and collaboration.
Research implications/limitations – This study contributes empirical insight from a developing-country context in which coding in early childhood education remains underexplored. However, The small number of participants and the interview-based design limit broader transferability. Further studies involving more diverse settings, classroom observations, and comparative contexts are needed.
Practical implications – The findings underline the need for sustained teacher professional development, accessible teaching resources, and contextual curriculum guidance for play-based coding integration. In low-resource contexts, unplugged coding can function as a realistic pedagogical entry point before the gradual use of digital tools.
Originality/value – This study contributes to the discourse on early childhood coding education by foregrounding teachers’ perspectives in the Indonesian ECE context. It positions coding not merely as a technological innovation, but as a pedagogical practice negotiated through developmental considerations and structural limitations.
Paper type Research paper
Keywords:
Article Details
How to Cite
Copyright
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process. It can lead to productive exchanges and earlier and greater citation of published work.
How to Cite
References
Abni, S. R. N., Suyatno, Ahmadi, A., & Maulida, S. (2024). Integrasi Media Digital dalam Pembelajaran Literasi Sastra Anak di Tingkat Sekolah Dasar. Belajar Bahasa: Jurnal Ilmiah Program Studi Pendidikan Bahasa Dan Sastra Indonesia, 9(2), 171–183. https://doi.org/10.32528/bb.v9i2.2551
Aleksieva, L. (2025). Preparing pre-service teachers for the digital transformation of education: Exploring university teacher educators’ views and practical strategies. Education Sciences, 15(4), 404. https://doi.org/10.3390/educsci15040404
Ari, F., Arslan-Ari, I., & Vasconcelos, L. (2022). Early childhood preservice teachers’ perceptions of computer science, gender stereotypes, and coding in early childhood education. TechTrends, 66, 539–546. https://doi.org/10.1007/s11528-022-00725-w
Avcı, C., & Deniz, M. (2022). Computational thinking: Early childhood teachers’ and prospective teachers’ preconceptions and self-efficacy. Education and Information Technologies, 27, 11689–11713. https://doi.org/10.1007/s10639-022-11078-5
Başaran, M., Metin, & Vural, Ö. (2024). Meta-thematic synthesis of research on early childhood coding education: A comprehensive review. Education and Information Technologies, 29, 20795–20822. https://doi.org/10.1007/s10639-024-12675-2
Bati, K. (2021). A systematic literature review regarding computational thinking and programming in early childhood education. Education and Information Technologies, 27, 2059–2082. https://doi.org/10.1007/s10639-021-10700-2
Ching, Y.-H., & Hsu, Y.-C. (2023). Educational robotics for developing computational thinking in young learners: A systematic review. TechTrends, 67, 1–12. https://doi.org/10.1007/s11528-023-00841-1
Fadillah Ajeng Ningrum, Zultoni Lubis, Amanda Hijriani, & N. D. A. (2024). Pengenalan keterampilan dan kompetensi literasi digital pada anak usia dini. Jurnal Mudabbir (Journal Research and Education Studies), 4(2), 313–321. https://doi.org/10.56832/mudabbir.v4i2.615
Fitria, N., & Lestari, A. (2024). Keragaman pengembangan kompetensi pedagogik pendidik PAUD. Jurnal Anak Usia Dini Holistik Integratif (AUDHI), 7(1), 18–30. https://doi.org/10.36722/jaudhi.v7i1.2718
Harini, H., Wahyuningtyas, D. P., Indre, M., Muna, A., & Ausat, A. (2023). Marketing strategy for early childhood education (ECE) schools in the digital age. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(3), 2742–2758. https://doi.org/10.31004/obsesi.v7i3.4454
Husna, N., & Nasron, M. (2025). Kompetensi kepribadian guru PAUD dalam pembentukan karakter anak usia 5-6 tahun di PAUD Delima Kota Bengkulu. AT-TUFULA: Islamic Education Early Childhood Journal, 1(2). https://doi.org/10.29300/tufula.v1i2.6796
Kulaksız, T., & Toran, M. (2022). Development of pre-service early childhood teachers’ technology integration skills through a praxeological approach. International Journal of Educational Technology in Higher Education, 19, 57. https://doi.org/10.1186/s41239-022-00344-8
Lamatokan, S. C., Ajat, Regune, S., Benyamin, R. L., Amalia, C. K., Syukrona, A., & Surniawati. (2025). Peningkatan kompetensi guru PAUD dalam pembelajaran coding untuk anak usia dini melalui workshop di Kota Bekasi. Jurnal Pengabdian Masyarakat dan Penerapan Ilmu Pengetahuan, 6(1), 28–35. https://doi.org/10.25299/jpmpip.2025.22309
Liu, W., & Hu, L. (2024). Unplugged programming practice in Chinese rural primary schools: A method to foster students’ computational thinking and resilience. Interactive Learning Environments, 33(1), 387–407. https://doi.org/10.1080/10494820.2024.2349883
Lim, J., & Wardrip, P. (2026). Technology integration as a spectrum: Integrating technology in early childhood classrooms. Teachers and Teaching, 32(2), 289–307. https://doi.org/10.1080/13540602.2024.2420137
Masoumi, D. (2020). Situating ICT in early childhood teacher education. Education and Information Technologies, 26, 3009–3026. https://doi.org/10.1007/s10639-020-10399-7
McCormick, K., & Hall, J. (2021). Computational thinking learning experiences, outcomes, and research in preschool settings: A scoping review of literature. Education and Information Technologies, 27, 3777–3812. https://doi.org/10.1007/s10639-021-10765-z
Metin, Ş., Kalyenci, D., Başaran, M., Relkin, E., & Bilir, B. (2025). Design-based digital story program: Enhancing coding and computational thinking skills in early childhood education. Early Childhood Education Journal, 2255–2274. https://doi.org/10.1007/s10643-024-01728-3
Mulyati, M. (2023). Tren dan pengembangan keterampilan berpikir komputasional anak usia dini pada abad 21: Perspektif teoretis. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(4), 4155–4165. https://doi.org/10.31004/obsesi.v7i4.4005
Munawar, M., Suciati, S., Saputro, B. A., & Luthfy, P. A. (2023). Evaluasi program literasi digital di PAUD melalui Robokids STEAM coding game. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(2), 1846–1867. https://doi.org/10.31004/obsesi.v7i2.4151
Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
Pollarolo, E., Papavlasopoulou, S., Granone, F., & Reikerås, E. (2024). Play with coding toys in early childhood education and care: Teachers’ pedagogical strategies, views and impact on children’s development. A systematic literature review. Entertainment Computing, 50, 100637. https://doi.org/10.1016/j.entcom.2024.100637
Rahmawati, I. (2023). Mengeksplorasi literasi artificial intelligence dalam pendidikan anak usia dini: Systematic literature review. Research in Early Childhood Education and Parenting, 4(2), 91–96. https://doi.org/10.17509/recep.v4i2.64654
Ranikasari, S. R. (2019). Kompetensi pedagogik guru PAUD dalam mengevaluasi pembelajaran anak usia dini (Studi kasus di RA Muslimat NU 034 Surodikraman Ponorogo) [Skripsi, IAIN Ponorogo]. https://etheses.iainponorogo.ac.id/8248/
Stanis Ratusah Alubuaman Kempirmase, F. (2025). Implementasi puzzle coding blok sebagai media edukatif unplugged untuk anak usia dini di TK ABA 2 Aimas. Jurnal Pendidikan, 13(2), 113–120. https://doi.org/10.36232/pendidikan.v13i2.3863
Timotheou, S., Miliou, O., & Dimitriadis, Y. (2023). Impacts of digital technologies on education and factors influencing schools’ digital capacity and transformation. Education and Information Technologies, 28(6). https://doi.org/10.1007/s10639-022-11431-8
Tukly, W. V., Margilisye Martha Nilapancuran, Kritin Anjelina Matital, Susana Kothel, & Leni Lesbassa. (2025). Membangun fondasi pendidikan anak usia dini melalui pendekatan pembelajaran yang menyenangkan. CARONG: Jurnal Pendidikan, Sosial dan Humaniora, 1(4), 754–764. https://doi.org/10.62710/vp1c3790
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Warmansyah, J., Komalasari, E., & Febriani, E. (2022). Factors affecting teacher readiness for online learning (TROL) in early childhood education: TISE and TPACK. Jurnal Pendidikan Usia Dini, 16(1), 32–51. https://doi.org/10.21009/JPUD.161.03
Wathon, A. (2024). Strategi meningkatkan kemampuan berpikir kritis anak usia dini melalui bermain. Jurnal Anak Usia Dini, 1(1), 1–19. https://oj.mjukn.org/index.php/aud/article/view/114
Wei, Y., Wang, L., Tang, Y., Su, J., Lei, Y., & Peng, W. (2024). Influence of programming education modalities on the computational thinking in young children: A comprehensive review and meta-analysis. Journal of Computer Assisted Learning, 40, 2385–2397. https://doi.org/10.1111/jcal.13038
Wijayanti, C. (2024). Analisis kemampuan kreativitas dan keterampilan sosial dalam pembelajaran melalui media loose parts pada anak usia dini di TK Islam Terpadu Harapan Bunda Purwokerto [Tesis, UIN Prof. K. H. Saifuddin Zuhri Purwokerto].
Woo, K., & Falloon, G. (2025). Integrating coding across the curriculum: A scoping review. Computer Science Education, 35(2), 216–237. https://doi.org/10.1080/08993408.2024.2344402
Xiang, H., Lin, L., Chen, W., Li, C., Liu, X., Li, J., Ren, Y., & Guo, V. Y. (2022). Associations of excessive screen time and early screen exposure with health-related quality of life and behavioral problems among children attending preschools. BMC Public Health, 1–12. https://doi.org/10.1186/s12889-022-14910-2
Zeng, Y., Yang, W., & Bautista, A. (2023). Computational thinking in early childhood education: Reviewing the literature and redeveloping the three-dimensional framework. Educational Research Review, 40, 100520. https://doi.org/10.1016/j.edurev.2023.100520