Implementing a Computing Curriculum in Hong Kong Kindergartens: Teacher Perspectives on Benefits, Enablers and Barriers

• In Event: Exploring Teacher and Family Perspectives on Computational Thinking for Young Children

Abstract

Purpose
Computational Thinking (CT) is a new 21st-century literacy that can be fostered in a computing curriculum that engages children in design processes and creative problem-solving (Yang et al., 2024). However, little is known about teachers’ perceptions of implementing a computing curriculum for children in early childhood settings. This study aims to: 1) assess the perceived benefits of SIRP on children’s holistic development; 2) explore effective strategies for incorporating SIRP into existing kindergarten curricula; and 3) identify the enablers and barriers to the successful implementation of SIRP in kindergarten settings.
Theoretical Framework
Story-Inspired Robot Programming (SIRP), grounded in the theory of Constructionism (Papert, 1980, 1993), is an innovative approach integrating storytelling and programmable robotics to enhance children’s learning and thinking (Yang et al., 2022).
Methods and Data
This qualitative study explored the perceptions of 21 teachers from 11 Hong Kong kindergartens serving children ages 3-6 after they had been trained and implemented SIRP activities for eight weeks. We used a semi-structured interview protocol to obtain information about teachers’ experience when implementing the SIRP curriculum. Using thematic analysis (Braun & Clarke, 2006), we identified common themes regarding teachers’ perceived benefits, enablers and challenges. The results were returned to the teachers interviewed for member checking (Creswell, 2014) to ensure the trustworthiness of our data analysis and interpretation.
Findings
Teachers reported that SIRP positively impacted children’s learning across multiple domains based on their daily observations, including (1) the enhancement of problem-solving and logical thinking; (2) improved spatial orientation, sequencing, and numerical skills; (3) enhanced expression and comprehension; (4) improved collaboration and social interaction; and (5) better emotional regulation and social competence.
Key enablers supported SIRP implementation in Hong Kong kindergartens, such as (1) the availability of free teaching tools and lesson plans, (2) support and encouragement from principals, and (3) observable progress in children’s learning as motivating.
However, SIRP implementation faced barriers. External constraints included balancing existing curricula with the new approach. The additional resource preparation time required for SIRP increased teachers’ workload, making it harder to integrate into their already busy schedules. Additionally, insufficient teaching and supervisory staff and large class sizes complicated the process. Internal constraints also presented significant challenges. Teachers struggled to master programming teaching skills and accommodate diverse children’s learning levels. The extended time required for children to grasp programming basics was frustrating for both teachers and students. Concepts like loops and functions were challenging for young children. Additionally, children’s egocentrism could lead to conflicts during activities, complicating classroom management.
Scholarly Significance
This study provides in-depth evidence to inform how an “ecosystem of CT integration” (Yang et al., 2024, p. 15) can support the implementation of computing education in early childhood settings for scaling up positive technological learning experiences. The findings suggest that while SIRP offers significant benefits to early childhood education, successful integration and implementation require addressing both external and internal barriers. Continuous professional development, resource support, and diverse pedagogical strategies are essential. Future research should explore long-term impacts and scalability of SIRP in diverse early educational settings.

Authors

• Weipeng Yang, The Education University of Hong Kong

• Yingqiao Du, The Education University of Hong Kong