EXPLORING EMOTIONAL REGULATION AMONG YOUNG CHILDREN DURING CODING ACTIVITIES: A QUALITATIVE CLASSROOM OBSERVATION STUDY

Abstrak

Early childhood is a critical stage of development during which children acquire fundamental skills, including the ability to regulate their emotions. Through daily interactions with teachers, peers, and family members, children gradually learn to recognize, express, and manage their emotions. However, young children may experience difficulties in managing their emotional responses when they encounter challenging or frustrating situations. This study aimed to explore how young children respond to and regulate frustration when encountering difficulties during coding activities. Data were collected through naturalistic observations over a two-week period in a coding classroom involving 14 children aged 4–8 years. The observational data were analyzed using thematic analysis to identify recurring patterns in children’s emotional expressions and emotional regulation strategies. The findings indicated that frustration frequently occurred when children encountered difficulties during coding activities, particularly technical problems such as slow-loading websites and challenges in completing their coding projects. Children demonstrated various emotional expressions, including verbal expressions of frustration, impatience, rough movements, and withdrawal from the situation. They also demonstrated emotional regulation strategies such as seeking teacher assistance and returning to the activity after calming down. The findings highlight the role of teachers in supporting young children's emotional regulation through responsive guidance and supportive classroom practices.