Integrating Play-Based Learning with Coding for Early Childhood Mathematics Education in Under-Resourced Schools

Integrating Play-Based Learning with Coding for Early Childhood Mathematics Education in Under-Resourced Schools

Mmakgabo Angelinah Selepe & Kayla Willemse

Issue: Vol.6 No. 9 2025 Article 5 pp.771 – 786
DOI : https://doi.org/10.38159/jelt.2025695 | Published online 26th September, 2025.
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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ABSTRACT

Recent advancements in educational technology and mathematics curricula provide early childhood teachers with new opportunities to use coding in their teaching activities. Although the integration of play-based learning with coding holds promise, challenges such as resource availability, teacher training, and curriculum alignment must be addressed. The lens of Kolb’s experiential theory supports that coding involves concrete experiences, reflection on outcomes, interactive problem-solving, and mathematical learning. Furthermore, experiential learning is adaptable to local contexts by leveraging available materials. In a case study within qualitative research, this paper explored teachers’ perceptions of integrating play-based learning with coding for early childhood mathematics in under-resourced schools. Twelve foundation phase teachers teaching mathematics in under-resourced schools from Limpopo, South Africa, were sampled through homogenous purposive sampling. The data were collected using semi-structured interviews and non-participant observations to solicit teachers’ perceptions of integrating play-based learning with coding for early childhood mathematics in under-resourced schools. Thematic data analysis was used to interpret the perceptions of teachers on the subject under the study. The findings indicated that teachers implement play-based learning with LEGO Six Bricks with coding. However, under-resourced schools have limited training, a lack of resources, and insufficient curriculum alignment. Based on these findings, it is recommended that teachers use available coding resources to integrate play-based learning into mathematics classrooms. These findings contribute to the growing literature on coding in teaching mathematics in early childhood.

Keywords: Early Childhood, Experiential Learning Theory, Mathematics Education, Play-based Learning, Under-resourced Schools, Coding.

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AUTHOR(S)

Dr. Mmakgabo Angelinah Selepe is a lecturer in the Department of Early Childhood Education and Development at the University of South Africa (UNISA), Pretoria. She completed her Doctor of Philosophy (PhD) in early childhood education from the same university. Her research niche focuses on, but is not limited to, early mathematics, Ethnomathematics, play-based pedagogies, digital learning and coding and robotics in early childhood. She had published peer-reviewed articles in accredited journals and a book chapter in her research niche. She is an active member of SAERA, SAARMSTE and SARAECE.

Dr. Kayla Willemse is a lecturer in the Department of Early Childhood Education at the University of Pretoria, South Africa. She is responsible for teaching undergraduate modules in the Foundation Phase, including JVK 300 (Teaching and Learning Coding and Robotics in the Foundation Phase) and JST 320 (Natural Science and Technology). Dr Willemse completed her PhD in Computer-Integrated Education at the University of Pretoria. Her research niche lies in educational technology, with a specific focus on coding and robotics in early childhood education and foundation phase teaching. She is the portfolio holder at SARAECE, serves as Managing Editor of the EJSTEME journal, and is a member of EASA.

TO CITE ARTICLE

Selepe, Mmakgabo Angelinah, and Kayla Willemse. “Integrating Play-Based Learning with Coding for Early Childhood Mathematics Education in Under-Resourced Schools.” Journal of Education and Learning Technology 6, no. 9 (2025): 771 – 786. https://doi.org/10.38159/jelt.2025695.