Tangible programming in preschool: From free play to inquiry

Tangible programming in kindergarten: why it matters and how it can support science education  

Gao Xiang

The Third Kindergarten of Jinniu District, Chengdu

[Abstract] Physical programming in kindergartens has unique benefits for the development of children’s information literacy, computational thinking, innovative potential, and metacognitive awareness. The design principles of physical programming activities follow three main guidelines: drawing on experience, focusing on games, and emphasizing exploration. These activities possess six characteristics: low structure, problem-based nature, openness, comprehensiveness, continuity, and generativity. A progressive teaching approach is adopted, involving stages such as “independent play → task-driven activities → project-based activities”. This approach uses both iterative and combined methods to focus on real-world problems, and teachers support children’s learning through scenario creation, resource integration, interaction between teachers and children, and organized discussions.

【Keywords】Physical programming; Physical programming in kindergartens; Science education

Artificial intelligence is developing rapidly. In the future, people will face the challenges of a digital society. Only by focusing on the new demands for talent development in this new era and treating educational informatization as a key factor in the systematic transformation of education, can we support and guide the modernization of education. Therefore, we need to change our perspective on education and innovate our understanding of educational technology. Educational technology should not be limited to the learning environment alone, but should be integrated into the learning system, thereby promoting innovative practices in educational informatization.

In this era of deep integration between information technology and education, various extracurricular children’s programming education institutions have emerged rapidly. However, these institutions lack the awareness and ability to focus on children’s development and to organize programming education based on their cognitive levels. As a result, programming technology and education remain separate from each other. Therefore, we strive to develop practical programming education methods in kindergartens that respect and support children’s learning processes. This approach aims to address the problems of outdated educational concepts, limited approaches, and rigid methods in extracurricular children’s programming education. By leveraging artificial intelligence to enhance science education, we can also promote changes in children’s learning methods.  

I. An Analysis of the Value of Physical Programming Education in Kindergartens  

Physical programming is a method of programming that involves combining tangible objects and instructions to control robotic entities, thereby producing interactive results. It involves turning the code blocks on the screen into tangible objects, which are then encapsulated within physical modules with various properties or functions (including functions, variables, logic, sensors, etc.). Children can use different manipulation methods (such as building blocks, remote controls, knobs, and puzzles) to make these physical modules execute the program logic and respond to the instructions.  

(1) Characteristics of physical programming  

As a teaching tool, physical programming has the following characteristics: the programming process is made tangible, meaning it is represented in a physical form. The physical components of physical programming are magnetic modules, which replace the traditional way of typing code using a keyboard or dragging icons with a mouse. Children can directly perceive, operate, and experience this process firsthand. The programming languages used are simplified; complex syntaxes are encapsulated within programming modules, allowing children to use only a few simple commands. This enables them to engage in creative programming activities, thereby making machine language more accessible to children. There is also a variety of human-machine interactions; children have more opportunities to learn in a more natural environment, which promotes interaction between learners and the real world, the programming elements, and their peers.  

(II) Characteristics of physical programming learning for young children  

The above characteristics of physical programming will directly affect children’s learning methods. As a result, children’s learning of physical programming exhibits the following features: First, it involves interaction between “body, tools, and environment”. For example, children enjoy connecting programming elements with other materials in a meaningful way. They will automatically match low-structured materials that can be used for games, based on the shape of those elements. Second, there is interactivity. Children naturally interact and cooperate with their peers, creating joint games. Through observation, listening, and communication, they gain experience in playing games. Third, it is related to daily life. Children’s programming activities reflect their daily experiences; they use physical programming to express and create things related to everyday life. Fourth, it is logical. The process of children’s programming represents a concrete manifestation of causal logic. They can analyze various situations and continuously adjust both the programming process and its results. Fifth, it is characterized by stages. The content of children’s games, their forms, and their sense of tasks all develop in a progressive manner. The content of the games shifts from “imaginative” to “concrete”, while the forms of the games change from “simple single games” to “complex mixed games”. The purpose of the games also evolves from being “random” to “generative”, and then to “planned”.  

(III) The diverse values of physical programming education  

Early childhood programming education is a holistic education approach; it does not aim solely at mastering technology. Instead, it focuses on developing the overall abilities of young children, so that they can better adapt to future life. Physical programming education in kindergartens has unique benefits:  

First, it involves the cultivation of information literacy. Young children can effectively obtain and utilize information through physical programming materials. Based on the analysis of that information, they can construct and share knowledge. The physical programming modules themselves serve as small information integration systems; these modules contain rich information. Through various operational methods—such as building blocks, remote controls, knobs, and puzzles—children enable the physical modules to execute program logic and respond to instructions. In this process, children acquire, analyze, process, and utilize the information contained in the materials. They use information technology to engage in creative thinking and expression, thereby developing an awareness of information innovation and sharing.  

Secondly, it involves the development of visual skills related to computational thinking. Programming helps young children develop the thinking methods that underlie program design. This enables them to understand things in an abstract manner and to solve problems efficiently by creating models. The essence of computational thinking is a collection of various thinking skills used to solve problems. The computational thinking that develops through hands-on programming includes logic, algorithms, decomposition, and patterns. Logic involves reasoning and explaining causal relationships; it can be understood as “If I do this, then that will happen.” Algorithms are a set of instructions or rules that guide a computer system to carry out a task. In the context of hands-on programming in kindergartens, algorithms can be seen as accurate and effective descriptions of how to solve problems, or as a series of programming instructions designed to solve those problems. Decomposition is the process of breaking down complex tasks into simpler, easier-to-solve subtasks. Patterns are methods for finding general solutions to a class of problems; they involve identifying patterns in things and applying those patterns to similar problems. Through hands-on programming education, children can analyze similar objects or experiences.  

Thirdly, it stimulates the innovative potential of human-machine collaboration. Kindergarten physical programming education is a learning activity that enables children to use information technology to creatively solve problems through programming. Physical programming allows children to apply the basic programming skills they have learned to find appropriate solutions when faced with various types and levels of challenges. It also helps develop children’s abilities to analyze, evaluate, and innovate over problems. This enables children to utilize their imagination and creativity, and to design simple programs by manipulating programming modules, thereby achieving the functions and effects they desire.  

Fourthly, there is the digital support provided by metacognitive monitoring. The nature of physical programming is a kind of embodied thinking activity. The core task in physical programming is to control the operating state of a certain object. The behavior of young children in predicting and verifying each step of their programming, as well as the learning process itself, constitutes metacognition. Children set the programs for the modules based on their predictions. If the results of the programming match their predictions, after multiple attempts, they will be able to master the methods of setting certain programs. On the other hand, if the results do not match the predictions, children need to think about the reasons for this, thereby continuing their exploration activities through questioning.  

II. The practical model of physical programming education in kindergartens  

(1) Design logic: Principles and characteristics of physical programming activities in kindergartens  

Kindergarten programming education should shift from a teacher-led approach to a model centered on the children, with emphasis on respecting the age-specific characteristics and developmental patterns of the children.  

The design of physical programming activities follows three principles: First, experience is the foundation. Physical programming in kindergartens emphasizes children’s experiences, focusing on using those experiences as the core of the process, thereby enabling the transformation from real-life events to programming logic. Second, it is oriented towards play. Physical programming in kindergartens focuses on simplifying tasks and presenting programming functions in a visual and interactive manner, so as to facilitate direct perception, hands-on operation, and personal experience among children. The emphasis is on the playful aspect, allowing children’s programming experiences to develop naturally through play activities. Third, exploration is essential. Physical programming in kindergartens is an exploratory activity driven by the investigation and solution of problems. Attention should be paid to the children’s experiences, their development of thinking and abilities, as well as the cultivation of their learning qualities during the programming process, rather than focusing solely on the final results.  

The design of physical programming activities should also reflect six key characteristics: First, it should be low-structured, breaking away from the traditional teaching and demonstration methods used by teachers. Children can explore according to their own interests and pace, thereby stimulating creativity and autonomy. Second, it should be problem-based; the activities focus on solving problems, including the fundamental questions that arise in children’s daily lives, learning, activities, and play, as well as the questions that emerge during their exploration. Third, it should be open; teachers have more flexibility in determining the structure, content, timing, and location of the programming activities. Children can interact fully with materials, the environment, peers, teachers, and resources in an open space and environment. Fourth, it should be comprehensive; programming learning is a complex and integrated process that involves multiple fields such as mathematics, natural sciences, systems science, and art. The learning content is interconnected and organically integrated. Fifth, it should be continuous; effective solving of programming problems requires children to engage in continuous exploration and experimentation until the problem is solved, allowing their experience to grow over time. Sixth, it should be generative; the tasks and elements of programming change dynamically as children explore. The content of the activities is continuously generated and adjusted based on children’s interests, questions, and discoveries.  

(II) Experience ladder: A progressive teaching approach for physical programming activities in kindergartens  

Kindergarten physical programming is based on the developmental level of young children’s experiences, and it progresses step by step along the path of “autonomous play → task-driven activities → project-based activities”.  

Step 1: Self-directed play – This allows young children to freely explore physical programming materials. During this free exploration period, teachers provide physical programming materials in the play area. Children observe and manipulate these materials, trying to figure out what each part of the materials is used for and how they can be used. They continue to explore how the modules can be activated and how they can emit light. This helps children connect different colored modules together, thereby discovering the interesting effects that occur when the materials are combined.  

Step 2: Task-based learning – Guide children to use various materials to explore together. During this goal-oriented phase, children have already become familiar with the materials. Teachers can increase the challenges they face, thereby encouraging deeper exploration. Teachers can assign a task to the children and provide a variety of low-structured materials. This allows children to use these materials in a collaborative manner to complete a challenging task, such as “designing a fire truck”.  

Step 3: Project-based learning – Enhancing the ability to innovate and integrate programming techniques. During the system-building phase, as children’s programming experience grows, they can engage in project-based activities that promote deeper learning. Through problem-oriented, project-based exploration, children can think in a progressive manner. This approach enables integrated learning and comprehensive skill development, centered around practical programming experiences – for example, by organizing a programming car race.  

(3) Implementation models: Two models for physical programming activities in kindergartens  

The tasks involved in programming activities typically involve “creating tangible outcomes”. These outcomes can take various forms, such as products, spaces, or scenarios. Depending on the type of outcomes, the process of carrying out programming activities can be divided into two categories:  

The first type is “iterative” – it involves a deep, vertical exploration based on the young children’s experiences. The activity involves creating a single “object”. This type of activity expands continuously around the design, production, and optimization of that product. By solving problems step by step, children’s experiences are accumulated over time. As children repeatedly perform the same task, their abilities improve, and they develop more experience through solving problems. For example, when children design a desktop cleaning robot, the functions of the robot will continue to improve, and its versions will be updated over time.  

The second type is “combined” – it involves expanding horizontally based on the needs of the project. Such activities involve creating a “scene”. This type of activity focuses on constructing a meaningful space or scene. The specific central task is divided into several parallel sub-tasks, and these sub-tasks are combined to achieve the project’s objectives. At the same time, each sub-task can also be carried out independently according to an “iterative” approach. For example, the students in the fourth grade class designed a programming zoo. They created various animals such as ducks, elephants, giraffes, and snakes. The teacher also helped the students create a forest-like environment, providing the animals with food they like to eat, such as mushrooms, carrots, grass, and leaves. They also built houses and fences so that the animals could play on the lawn.  

(4) Exploration process: Four stages of exploration in physical programming activities in kindergartens  

Children do not play randomly; rather, they play in a way that is focused on solving real problems. Through this process of exploration, they acquire the thinking and methods necessary to resolve those problems.  

Scenario creation, problem definition: By creating game-based, real-life, and challenging scenarios, children’s enthusiasm for exploration can be stimulated. The creation of these scenarios also involves the presentation of problems and the assignment of tasks; teachers need to guide children in identifying problems, analyzing them, and understanding them. What does a fire truck look like? What are its components and characteristics? Through collecting information and discussing with each other, children can understand the overall shape of a fire truck, and they also realize that a fire truck also requires a siren and lights.  

Pattern recognition and plan formulation: First, “pattern recognition” is carried out. Teachers use progressive questions to help children identify the patterns involved in the task, thereby clarifying the internal programming logic of that task. Next, “decomposition” is performed; complex tasks are broken down into smaller, manageable tasks, and these tasks are addressed one by one using practical programming tools. Based on their analysis of the fire truck, the children recognize the necessary programming elements such as movement, lighting, and sound. They then divide the task into smaller parts: first, the driving module is used to set the “forward” mode; next, the color module is used to set the red light; finally, the sound module is used to generate the alarm sound. In this way, an operational plan is created.  

Practical operations, program correction: Young children engage in hands-on activities following the sequence “write the program (adjust and assemble modules) – start the program (observe the process) – correct errors (try repeatedly)”. They continuously debug and optimize the program. Since the problems within the programming modules are quite complex, children inevitably make mistakes. Through trial and error, error correction, and replanning, they eventually achieve a proper functioning of the program, thereby finding the best solution to the problem.  

Presentation, exchange, evaluation, and reflection: Focused sharing, exchange, evaluation, and reflection are carried out regarding the progress of this event, in order to summarize relevant experiences. This process is usually accompanied by “result presentations”.  

III. Framework for Supporting Physical Programming Activities in Kindergartens  

(1) Situational interest stimulation: Challenging and interesting situations stimulate curiosity and interest in exploration  

The implementation of children’s programming activities is driven by interest; situational learning is more aligned with the cognitive development characteristics of young children. Teachers can create scenarios such as caves, tunnels, tracks, and slides, which encourage children to play together. This helps children better understand and adapt to the programming activities that will follow, and enables them to participate more actively in the games.  

(II) Resource integration: Exploring methods by utilizing materials and environmental resources  

Teachers can guide children to fully utilize all available resources, enhancing the interaction between programming modules, other tools, materials, and the environment, thereby creating a variety of programming activities. “Modules + Lego” combination: The modules themselves have the function of building blocks; children can use Lego to create simple structures. “Modules + Lego + Low-structured materials” combination: The combination of low-structured materials and programming modules allows for diverse ways of playing. Low-structured materials can be used to enhance the functionality of programming projects, as well as to serve as objects for interaction within those projects. By combining these elements, game elements and scenarios can be enriched. Children can then engage in creative programming activities based on the needs of the game. “Modules + Lego + (Low-structured materials) + Environment” combination: By fully utilizing the environmental factors, more practical and context-specific programming activities can be carried out.  

(3) Visualization of experiences: The materialization of learning traces helps improve children’s experiences.  

Teachers can use diagrams, wall decorations, and record books to make the processes and experiences involved in children’s programming activities more visible. First, clear and easy-to-understand diagrams can be used, such as visual diagrams of functions or step-by-step illustrations. This allows children to observe and explore these diagrams, thereby enriching their experiences and solving problems. Second, “thematic wall decorations” can be created to present the progress of children’s activities. The decorations can be themed around “my discoveries, my questions, my methods”. Teachers and children can jointly decorate these decorations on the theme walls and corridor walls, facilitating the interactive learning of collective experiences. Third, “record books” can be used to document the exploration processes of children’s programming activities. These books help to establish a record of the children’s progress in programming. By using drawings, symbols, and text, children can record their problems and the processes they use to solve them, thereby enabling them to review and organize their experiences.  

IV. Guided dialogue: asking purposeful questions to help children solve problems  

Teachers can use meaningful questions to support young children in their continuous exploration, helping them identify their own problems. Effective questions should guide children’s exploration, enable deeper development of their experiences, and facilitate their reflection.  

When observing that young children encounter problems, it is possible to indirectly prompt them with words to help them identify the issues and clarify them. Then, through “guided questions”, children can use their existing knowledge to understand the causes of the problems. For example, “Why does this problem occur?” Finally, heuristic and open-ended questions can encourage children’s creative thinking and help them find solutions. For instance, “How do you plan to address this problem?” or “What other things do you think could be done?” By asking these questions, children are encouraged to generate more ideas.  

(5) Experience integration: Sharing and interaction of collective, group, and individual experiences  

The activities that young children engage in, the problems they encounter, and the investigative experiences they gain are all different. In order to promote the sharing and interaction of children’s experiences, teachers can organize children to share the process of their games, and spread the successful experiences or methods they use to solve problems from individuals or groups to the whole class. Meanwhile, when children encounter common challenges in their investigations, teachers can also organize group discussions or discussions among children, so that they can jointly explore ways to solve these problems and test their solutions through practice.  

IV. Conclusion  

Physical programming education provides children with a new scientific experience and development opportunities, which contributes to their multidimensional growth. On one hand, it helps children develop a basic “programming mindset” – not necessarily that they truly master programming techniques, but rather that they learn certain problem-solving methods through programming games, allowing them to solve problems in a creative way. On the other hand, it enhances children’s good learning qualities; they exhibit higher levels of concentration, perseverance, and curiosity. For example, the number of times they choose programming games and the duration of each session tend to increase.  

Traditional teaching methods that rely on information as the driving force for skill development focus more on technical applications, while neglecting the integration of intelligent information technologies with teacher-student interactions and teaching processes. Our kindergarten strives to help children’s programming education transition from a “technology-oriented” approach to a “learning-oriented” approach. It emphasizes the core values of educational functions and teaching methods, as well as the irreplaceable human qualities of teachers. The physical programming education in this kindergarten takes into account children’s cognitive characteristics and developmental levels; complex code is replaced by simple programming modules. Through tangible, modular, and interactive materials, along with playful and contextual teaching methods, children’s multiple senses are stimulated, thereby making physical programming activities more accessible to them. In this process, teachers’ passive use of intelligent technologies is reduced; their educational awareness is enhanced. The design and implementation of programming activities are optimized according to children’s age levels, thereby better supporting children’s learning in programming. This effectively promotes the integration of information technology and preschool education.