Abstract
Internationally, early childhood education is undergoing a significant shift as coding, robotics, design, and computational thinking are increasingly recognised as essential skills for engaging with a digital society. In South Africa, this change has been formalised through the introduction of the 2024 Coding and Robotics Curriculum for Grades R–3. While the policy marks notable progress, schools—particularly Grade R classrooms, still face considerable challenges, including inadequate teacher training, limited access to age-appropriate resources, and a lack of locally produced empirical research to guide the implementation of coding and robotics. This study directly addresses these issues by developing and implementing the Robot Dilemmas program, a developmentally suitable foundational initiative for introducing coding and robotics in Grade R.
The study is theoretically grounded in constructionism, sociocultural learning, design thinking, and story-based pedagogy. These frameworks collectively view young children as active creators, storytellers, and problem-solvers. The literature review, discussed in Chapter 2, integrates four key areas: i) creativity and creative thinking in early childhood; ii) computational thinking introduced through unplugged, digital, and design-focused activities; iii) narrative and dialogue as tools for making meaning; and iv) design-based learning supported by hands-on exploration and playful problem-solving. This theoretical foundation suggests that young children understand most effectively when storytelling, design, and making are combined within engaging, interactive learning environments.
The study employs a Design-Based Research (DBR) methodology because it supports iterative design, real-time adjustments, and authentic classroom inquiry...