This paper explores the application of play-worlds, rooted in Vygotsky’s (1978) theory of play, as a pedagogical framework for integrating coding and robotics into early childhood education. Vygotsky emphasised the role of imaginative play in cognitive and social development, asserting that it fosters symbolic thinking, problem-solving, and self-regulation in young learners. By extending this theory, play-worlds create shared imaginary realms where teachers and learners collaboratively interpret and enact themes that encourage the development of computational thinking skills, a crucial component in coding and robotics education (Prinsloo, 2024).

Play-worlds offer an innovative solution to these challenges by utilising unplugged, tangible activities that do not depend on advanced technological infrastructure. For example, physical tools such as blocks, cards, and movement-based activities allow learners to develop foundational computational thinking skills, including decomposition, pattern recognition, and abstraction, through engaging, hands-on methods (Prinsloo, 2024). One such example is the immersive imaginary realm of a "Safari Adventure," where learners embark on a journey to explore the South African savannah. Through problem-solving challenges presented by "adventure guide" animal characters, learners practice coding and robotics concepts within the narrative. These activities include creating patterns using animal movements, navigating grids to avoid obstacles, and solving puzzles to build shelters for wildlife. These tasks not only align with the core areas of computational thinking but also integrate spatial awareness and logical reasoning skills, both essential for understanding programming and robotics (Piaget, 1952; Prinsloo, 2024).

Play-world robotics activities extend beyond developing technical skills, offering significant potential for language and literacy development. Play is a vital context for language acquisition, as it provides opportunities for children to engage in social interactions, symbolic thinking, and imaginative storytelling (Mielonen & Paterson, 2009). Unplugged robotics activities such as pattern recognition, sequencing, and algorithm design serve as the foundation for coding instruction while simultaneously nurturing language and literacy growth (Saxena et al., 2020). These tasks encourage children to communicate collaboratively, discuss roles, negotiate ideas, and problem-solve, fostering expressive and receptive language skills. Additionally, these activities support literacy development by enhancing vocabulary acquisition, encouraging the understanding of symbols, and promoting understanding of sequencing and cause-and-effect relationships, which are essential for reading comprehension and written expression (Bulotsky-Shearer et al.,2024).

The theoretical and practical implications of play-worlds are significant. They demonstrate how imaginative play, coupled with computational thinking activities, can bridge educational gaps caused by socio-economic and infrastructural constraints. Furthermore, play-worlds serve as a scalable model for integrating coding and robotics into early childhood education globally, particularly in developing countries facing similar challenges. By fostering digital literacy, creativity, and problem-solving skills in young learners, play-worlds contribute to a more inclusive and equitable educational landscape (Prinsloo, 2024).

Keywords: Play-worlds, Coding, Robotics, Computational Thinking, Early Childhood Education, South Africa, Vygotsky.