Integrating coding education into early STEM programme: The changing roles of children and integrative learning context

Integrating coding education into early STEM programme: The changing roles of children and integrative learning context

• Hu, Xinyun The Education University of Hong Kong
• Li, Hui The Education University of Hong Kong
• Gao, Mingwei The Education University of Hong Kong

Early Child Development and Care, 2025

Routledge

2025

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GC Mathematics & Statistics
    • GCA Teaching Objectives, Curriculum & Evaluation
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GD Science & Technology
    • GDA Teaching Objectives, Curriculum & Evaluation
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GG Engineering, Manufacturing & Construction
    • GGA Teaching Objectives, Curriculum & Evaluation

Early Coding Coding Skills Integrated STEM Education Digital Technology

• Hong Kong

• 1997.7 onwards

• Primary Education

Coding is a crucial foundation for young children's cognitive development that enhances their logical and computational thinking skills for long-term learning. This study examines how young children in Hong Kong acquire coding skills through integrated STEM activities. In an innovative educational program enacted in a technology-rich 'Creative Lab' with augmented reality (AR), virtual reality (VR), and a 3D printer, the study focuses on three children aged 6–8. An explanatory case study approach was employed to collect data from classroom observations and teacher interviews. Observations targeted children's learning progress in coding activities, while the interview unpacked the applied teaching repository. The findings reveal that young children developed early coding skills using various technologies to create and apply symbols. Three strategies scaffold children’s skills enhancement stemmed from situated learning theory: 1) integrating learning content in an authentic context, 2) leveraging learners' intuitive knowledge through inquisitive practice, and 3) providing immersive learning resources. Copyright © 2025 Informa UK Limited, trading as Taylor & Francis Group.

• English

Journal Articles

• 03004430

• 10.1080/03004430.2025.2479600

https://bibliography.lib.eduhk.hk/bibs/6ab19693

2025-11-04