Teachers’ and children’s use of words during early childhood STEM teaching supported by robotics

With science and digitalisation emphasised further in the new Swedish preschool curriculum, there is a need to clarify teachers’ role educating children about these areas. research pointing out importance of conscious language use STEM teaching, we here focus on words used by teachers during inquiry-based activities five different preschools. Bers’ powerful ideas early childhood computational thinking (Bers 2018. Coding as Playground. New York: Routledge.) were for analysis results highlight how digital programming robots can promote more versatile robotic words, compared analogue, ‘unplugged’, without robots. Furthermore, it also found that precise decontextualised teacher seems stimulate children’s related object learning. The findings add discussion scaffold learning inquiry teaching supported robotics.