A Practical Exploration of Early Childhood Programming Teachers’ Professional Development in the Perspective of Game Curricularization

Abstract

This study explores the practical path of teachers’ professional development in early childhood programming education based on the perspective of game curricularization. Aiming at the problems of lagging behind in the concept of programming education, unfamiliarity with technical operation, and weak ability of curriculum game design, which are common among kindergarten teachers, we have constructed a three-in-one model of teachers’ competence development, namely, “Concept-Technology-Design”. Teachers’ instructional design and technology application skills in gamified programming are systematically enhanced through a tiered progression research and training mechanism, master teacher demonstration lesson example seminars, and expert-led project research.