Recycling coding game - 1st kindergarten of Makrohori, Greece

 

November’s activities for the 2nd Kindergarten of Neo Rysio

During the month of November, the participating kindergarten class engaged in a series of structured and developmentally appropriate activities within the framework of the eTwinning project Little Coders. The pedagogical design of the activities focused on early childhood computational thinking, problem-solving, and collaborative learning, while integrating elements of mathematics, literacy, technology exploration, and family engagement. The following report presents an overview of the key learning experiences implemented during this period.

1. Color–Shape Coding Game

One of the central activities of November was the Color–Shape Coding Game, designed to support the development of symbolic representation, visual discrimination, and algorithmic reasoning.

The children interacted with a laminated grid in which various geometric shapes and colors were systematically placed. Working in small collaborative groups, they were encouraged to interpret visual cues, identify patterns, and select appropriate color-shape tokens to complete a sequence. This activity enhanced their capacity to decode symbolic information, follow step-by-step procedures, and co-construct solutions. The use of tangible materials enabled learners to test hypotheses, correct errors, and negotiate decisions with their peers—key components of foundational computational thinking.

2. Number and Letter Coding Game

A complementary set of activities introduced children to early literacy and numeracy through coding-based tasks. In the Number/Letter Coding Game, children associated numbers and letters with specific movements on a grid, gradually recognizing that symbols can function as instructions.

Through repeated practice, they developed an understanding of directional coding, sequencing, and cause-and-effect relationships. This activity not only strengthened phonological awareness and number recognition but also encouraged the children to apply logical steps to navigate a path. Such learning experiences are strongly aligned with the principles of computational literacy in early childhood, where abstract concepts become meaningful through hands-on exploration.

3. Map Coding Game

The Map Coding Game expanded the students’ engagement with coding by introducing simple navigation challenges. Children analyzed a map filled with icons and spatial cues and were guided to construct short “algorithms” that would lead a character from a starting point to a target location. The task promoted spatial reasoning, perspective taking, planning skills, and the ability to anticipate outcomes.

By exploring multiple possible routes, students practiced creative problem-solving, and through collaborative decision-making they improved communication and negotiation skills. The use of maps also connected coding concepts with early geography and environmental awareness, highlighting interdisciplinary learning.

4. Creating Coding Games with Family Collaboration

An essential dimension of the project was the involvement of families. During November, parents and guardians were invited to co-create simple coding games using everyday materials.

This approach was based on the pedagogical premise that meaningful family collaboration strengthens children’s motivation, confidence, and continuity of learning across contexts. Families designed board-style coding challenges, mazes, or symbol cards, and children then brought these materials to school for collective play.

The process encouraged intergenerational creativity and reinforced the social aspect of computational thinking as a shared endeavor. Moreover, involving families promoted inclusivity and acknowledged their role as active partners in early education.

5. Technology Game 2 – Manus AI

In the final component of the November activities, the class explored Manus AI, an interactive technology-based game that introduces children to artificial intelligence concepts in an age-appropriate manner. Through guided interaction, the learners experimented with digital tools that respond to inputs, demonstrating basic features of machine perception and automated responses. This experience contributed to early digital literacy by familiarizing children with emerging technologies in a controlled and pedagogically meaningful environment. The activity also emphasized safe technological engagement, responsible use, and curiosity-driven exploration.

Collectively, the November activities of the Little Coders project demonstrated a holistic and research-informed approach to computational thinking in early childhood. Through structured play, collaborative inquiry, interdisciplinary connections, and active family participation, the children developed foundational coding skills while engaging meaningfully with peers, educators, and technology.

Nature coding game - 1st kindergarten of Makrohori, Greece