We noticed that a meaningful cross curricular context was important for any lesson strategy to work.
This could motivate children and get them engaged more willingly.
In the beginning of the trial, children showed no interest in working at all when they were just asked to move the Little Cubetto Robot over the mat.
But as soon as the cross curricular context was introduced, they started getting the purpose of learning, and showed great interest and resilience in working through coding problems.
Our short trial with Cubetto has evidenced that the best pedagogical approach to teaching reception children tangible programming was a blended approach, with guided exploration at the core, because we could support children and provide scaffolding to enhance learning.
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