Visibility of eTwinning Projects Group July 2026 Newsletter
All activities were jointly planned by project partners and preceded by online meetings, planning sessions, and exchanges of ideas regarding ways of adapting coding to preschool education.
Before the project started, parental consent was obtained for children’ s participation and for the use of materials produced during the project, respecting all procedures specific to eTwinning projects.
Coding was approached through unplugged activities, without the use of computers, using concrete materials and age-appropriate games. The activities included mazes and logical routes, spatial orientation games, sequencing exercises, decoding games, preschool-adapted Sudoku, applied routes inside and outside the classroom, teamwork cooperation activities and roleplaying games based on simple algorithms.
Children learned to follow instructions, identify logical sequences, anticipate outcomes of actions, and correct possible mistakes during the process.
One of the most appreciated activities was“ Coding the Flower Bouquet for Mothers”, carried out together with parents. This integrated activity connected mathematics, environmental knowledge, and practical activities.
Using different symbols and codes, children identified numbers, geometric shapes, and types of flowers, following rules and algorithms to create a bouquet and a thematic collage. Working in teams
with their parents, preschoolers understood that any activity can be organized in logical steps and that solving a task requires following a sequence of actions. This activity demonstrated that coding concepts can be naturally integrated into everyday activities and can become a valuable tool for developing mathematical, artistic, and social competences.
A defining element of the project was the continuous collaboration with European partners. At the 9th Kindergarten of Naoussa, Greece, coding was integrated into everyday learning activities throughout the school year for our 18 young learners. The main goal was to demonstrate that coding is not a separate subject, but a teaching approach that can be connected with different areas of the kindergarten curriculum.
Children participated in unplugged and outdoor coding activities designed according to their interests and classroom topics. Coding concepts such as sequencing, patterns, algorithms and problem-solving were introduced through play, movement, storytelling and exploration. Our journey began with activities related to the national celebration of 28 October, introducing basic coding concepts such as historical sequencing, directions and simple algorithms.
One of the most successful practices was outdoor coding in the schoolyard. Children created and completed patterns using natural materials such as leaves, sticks, stones and snail shells, while also
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