Teacher Mediation in Coding Activities: A Case Study Using an Inclusive Research Approach in Early Childhood Education

This study explores how teachers mediate a coding toy activity within an Early Childhood Education and Care (ECEC) setting to ensure the inclusion of all children. Coding activities not only develop fundamental computer science skills but also enhance children's critical thinking problem-solving ability and collaboration, already from preschool. Inclusive research methodologies have demonstrated effectiveness in improving educational practices for all children, regardless of neurodevelopmental differences. This case study involved two teachers and eight 5-year-old children, two with developmental disabilities, in a problem-solving activity designed through inclusive research, using a screen-free coding robot. Data collected from teachers' field notes focused on how they mediated children’s engagement and cooperation. Thematic analysis identified three key themes: teacher planning, teacher mediation, and the role of the artifact. The discussion also reflects on the connection to Feuerstein’s theory of mediated learning and the value of inclusive research in promoting engagement for all children.