Exploring the multimodal affordances of digital coding devices in fostering creative thinking in early childhood education

Digital technologies are increasingly acknowledged for their potential to enrich early childhood learning experiences, particularly in the area of creativity. However, research has tended to focus
upon end products and skill development, and little is known about creative development processes. This study sought to explore young children’s creative processes as they engaged with
three digital coding devices over an eight-week period as part of a Digital Discovery Program. It
employed a microethnography to provide nuanced observations of five young children’s (aged
4–5 years) interactions and behaviours. Data was collected through approximately 40 hours of
video recordings, capturing the dynamic and multimodal aspects of the childrenʼs play and
learning experiences. A multimodal interaction analysis was used to examine the multimodal
design affordances of each device as mapped against Murcia et al.’s (2020) A-E of Creativity
Framework. The findings revealed a clear interplay between digital technologies and various
modes of communication, with children demonstrating creativity through their verbal expressions, manipulation of the devices, and spatial understanding of their physical environment. By
understanding the multimodal affordances of digital devices aligned with educational frameworks and embracing child-specific definitions of creativity, educators, curriculum designers,
policymakers, and researchers can collectively promote creativity and enrich digital learning and
play for young children.