Visibility of eTwinning Projects Group July 2026 Newsletter designing and following coding routes. Coding was also integrated into seasonal activities through“ The Tree of Wishes”, where children completed ornament patterns by following specific algorithms.
Another important part of the project was the Space Skills Workshop, where children explored planets and space through coding challenges, sequencing activities, algorithms, and STEM-based learning experiences. These activities encouraged prediction, problem-solving, creativity, and logical thinking while connecting coding with children ' s natural curiosity about space.
These activities demonstrated that coding can become a natural part of everyday kindergarten practice and can be successfully integrated into different learning areas through playful, hands-on, and inclusive experiences.
Teachers participated in regular online meetings, created joint materials, shared best practices, and adapted activities to the specific needs of each preschool group.
The products created were published on the eTwinning platform, allowing all partners to observe different ways of introducing coding into children’ s daily activities.
This collaboration contributed to teachers’ professional development and to the creation of an educational community based on cooperation, innovation, and mutual learning.
Participation in the project had a significant impact on children’ s development. Preschoolers developed logical and algorithmic thinking, analytical and problem-solving skills, attention, and working memory. They became more organized in completing tasks and understood the importance of following steps in order to achieve a goal.
Team-based activities supported the development of communication, cooperation, and mutual help. Children learned to express ideas, justify solutions, and accept their peers’ opinions.
The project also contributed to creativity development, as each coding challenge required finding original solutions and producing attractive outcomes.
Another important result was increased motivation for learning. Activities were perceived as engaging games, and children participated enthusiastically, often requesting repetition.
The involvement of parents in project activities strengthened the partnership between family and kindergarten. By participating alongside their children, parents understood that programming does not necessarily involve constant computer use, but rather the development of fundamental skills such as logic, organization, perseverance, and problemsolving. Many parents continued coding games and challenges at home, turning educational activities into moments of family collaboration and quality time. At the same time, the project increased
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