At Primary School bratov Polančičev Maribor, a vibrant intergenerational digital day was organized for preschool children from Kindergarten Boris Peče Maribor. This initiative introduced the youngest learners to digital concepts through play-based learning and collaboration with older peers. The event aligned with the pedagogical goals of the European project Digital First – Digital Tech as the First Language, which aims to reshape informatics education across Europe to better serve digital natives.

The project promotes a shift from programme-focused instruction to a broader approach centred on computational thinking and creativity, helping learners become active participants in the digital world. While the school is also engaged in national programs like RINKO (Developing Information and Digital Competencies in Children) and IP 5.0 – Innovative Pedagogy 5.0, this particular initiative was primarily framed within the innovative scope of Digital First.

Structure and implementation of the Digital Day

To ensure meaningful interaction, preschool participants were divided into two groups, each further split into smaller units. These subgroups rotated between two designated learning environments: the Technology and Engineering classroom and the STEM (Science, Technology, Engineering and Mathematics) classroom.

1. Technology and engineering classroom

Led by a specialised teacher, this space introduced children to key technological concepts in age-appropriate and interactive ways:

• Robots in a grid enclosure: Children observed and interacted with small robots navigating a coordinate-based grid system. They explored how inputs influenced robot decisions, providing a playful introduction to algorithmic thinking.
• Robotic arm demonstration: A servo-motor-powered robotic arm was used to demonstrate motion in three dimensions, simulating how machines can replicate human movement.
• Laser-cutting process: Young learners watched a laser cutter produce shapes from vector designs, sparking discussions about power, speed and precision.
• Mini-school Museum: A curated display of historical and modern technological tools helped children connect past innovations with present-day technology.

2. STEM classroom

In this classroom, activities were designed to support fine motor development and foundational digital literacy:

• Bee-Bots (Čebelice): These programmable robots allowed children to practise sequencing and direction-following. Through simple code input, they learned basic principles of computational thinking.
• Interactive motor skills stations: At six stations, children practised using a keyboard and mouse through games that reinforced logic, pattern recognition and spatial awareness.

Additionally, children engaged in tactile, unplugged activities that simulated digital thinking without screens. They assembled logical sequences using pictorial cards, mimicked the flow of algorithms through movement and worked in pairs to solve logic puzzles. These multisensory activities contributed to a deeper internalisation of informatics concepts.

Peer support: the role of Year 3 pupils

A central feature of the event was the involvement of Year 3 pupils, who served as guides, mentors and helpers. These older students provided assistance and encouragement, demonstrating tasks, explaining concepts and promoting a nurturing environment. This model of intergenerational learning proved mutually beneficial:

• Preschoolers experienced digital tools in a safe and supportive environment with patient peer mentors.
• Older pupils gained confidence in their digital knowledge and developed communication, leadership and empathy skills.

This collaboration reflected the pedagogical aim of Digital First to empower students as active creators of the digital world, moving beyond passive technology use.

In preparation, older pupils participated in preliminary workshops focused on peer instruction, child-friendly language use and guiding techniques. These preparatory sessions reinforced their own digital knowledge and gave them practical tools to be effective facilitators.

Educational impact and learning outcomes

Through exploration and play, preschool children engaged with key concepts of digital literacy and early informatics:

• Practised sequential and logical thinking.
• Strengthened hand-eye coordination and digital motor skills.
• Gained familiarity with robots, sensors and machines.
• Observed the function of lasers and design software.
• Participated in guided discovery supported by peers and teachers.
• Engaged in collaborative problem-solving.

For the older pupils, the event served as an opportunity to:

• Reinforce their understanding of digital tools.
• Learn how to explain and model concepts clearly.
• Develop soft skills essential for future learning environments.
• Practice active listening and responsibility.

Pedagogical foundations and planning

The event was informed by contemporary research in early childhood education and informatics didactics. Rooted in the objectives of Digital First, it emphasised:

• Computational thinking, taught through sequencing, pattern recognition and cause-effect logic in playful ways (e.g., Bee-Bots).
• Meaningful technology integration, where tools were used as a medium for creativity and discovery, not just screen time.
• Learning through doing: hands-on exploration was prioritised over passive observation.
• Curriculum alignment: the event supported goals from the Slovenian national curriculum for early education, such as fostering exploratory learning, social interaction and interdisciplinary understanding.

Planning involved cross-disciplinary collaboration among teachers of informatics, technology and classroom education. Team meetings emphasised developmental appropriateness, logistical flow and safety.

Teachers developed visual cues and simplified terminology for preschoolers, ensuring that language barriers or unfamiliarity did not impede learning. Custom-made materials, such as oversized directional arrows and tactile programming cards, were created to suit young learners.

Reflections and Broader Significance

The digital day demonstrated how early digital education can be both engaging and developmentally appropriate. Key guiding principles were visibly enacted:

• Developmentally differentiated activities tailored to the needs of preschool and early primary learners.
• Collaborative pedagogy, where children learned from and with one another.
• Experiential learning, where hands-on tasks were central to all stations.
• Inclusivity: Every child, regardless of background, was provided with an opportunity to explore and interact.

Although the school also participates in national initiatives like RINKO and IP 5.0, this event was primarily conceived within the philosophy and pedagogical approach of Digital First, promoting the shift from traditional digital instruction to empowering learners to become confident and creative digital citizens.

The event also served as a model for how schools can integrate early informatics education with play-based, interdisciplinary learning. It emphasised the power of peer learning, teacher collaboration and thoughtfully designed activities in building a digitally competent generation from scratch.

Additionally, it promoted a culture of openness and innovation within the school, encouraging teachers to experiment with methods that transcend traditional subject boundaries. The event was covered by the school’s digital media platforms, inviting parents and the broader community to celebrate the school’s commitment to future-ready education.

Conclusion

This intergenerational event at the Primary School bratov Polančičev Maribor marked a joyful and innovative step toward early digital education. Young children explored digital tools through play, while older pupils gained essential mentoring experience. Together, they built bridges between generations and disciplines.

The activities illustrated that digital competence begins with curiosity, play and collaboration and laid the groundwork for lifelong digital learning. Events like this echo the goals of Digital First and national strategies, helping shape the future of informatics education in ways that are inclusive, relevant and inspiring.

As digital challenges and opportunities continue to evolve, such educational initiatives help ensure that all children, regardless of age, are not just consumers, but also thoughtful and creative participants in the digital society.

References

• European Commission. (2022). The Digital Competence Framework for Citizens – DigComp 2.2. https://joint-research-centre.ec.europa.eu/digcomp
• Zavod RS za šolstvo. (2011). Učni načrt za vrtce in osnovne šole.
• Digital First – Digital Tech as the First Language. https://digitalfirstnetwork.eu
• RINKO – Razvijanje informacijsko in digitalno kompetentnih otrok: https://www.zrss.si/projekti/rinko
• IP 5.0 – Inovativna pedagogika 5.0: https://www.zrss.si/projekti/ip-5-0
• Bers, M. (2020). Coding as a Playground. Routledge.
• Resnick, M. et al. (2009). Scratch: Programming for All. Communications of the ACM, 52(11), 60–67.