Keywords
Preschool teachers' perceptions
Computational thinking in preschool
ScratchJr: Animated genres curriculum
How to Cite
Abstract
This research explores preschool teachers' perceptions of a programming course designed specifically for early childhood educators, focusing on the ScratchJr platform and the ”Animated Genres” curriculum. The study was conducted across four academic years from 2020 to 2023, and included a 37-question survey aimed at master's students with previous qualifications in preschool teaching. The survey was divided into four parts: demographic, respondents performance in the course, their views on ScratchJr, and their assessments of the ”Animated Genres” curriculum. Non-parametric descriptive and inferential statistical techniques were applied to data analysis.
Participants provided high ratings for the course organization, especially for the learning materials, syllabus, and the lecturer's enthusiasm. However, the potential for applying the skills learned in classroom environments received lower ratings. The main obstacle identified was the lack of essential equipment in preschools (μ=4.78), which impeded the use of tools such as ScratchJr. These challenges did not notably impact ScratchJr's rating. Furthermore, many respondents considered the “Animated Genres” curriculum an effective method to engage, motivate, and teach children.
In summary, during the four-year evaluation period, the course achieved commendable ratings (quality performance score μ=4.62), along with the ScratchJr tool (μ=4.52) and the curriculum (μ=4.56). These findings provide important insights for educators, curriculum developers, and policymakers looking to improve coding education for young learners, highlighting the need to fully address infrastructural constraints to capitalize on the advantages of early coding instruction.
The study revealed the technological, educational, and social affordances, as well as the limitations of teaching coding in Serbian preschools.
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