This study was analyzed the activities ''structure and components of the coding education'' for the plan for practice of young children coding robot activities. And also identified the focus of the young children coding robot activities on the teacher learning support behavior and the mathematical problem-solving ability of the young children.
Accordingly, the study was conducted for 12 weeks after a six-week preliminary study of 43 children aged 5 and two teachers from the experimental group and the comparative group.
A mathematical problem-solving ability of young children was analyzed through the verification of the effects of the two groups for the post-inspection, and differences in the interaction patterns of teacher-young children study support through a two-way measurement of young children coding robot activities.
The results were as follows.
First, the study found that young children coding robot activities based on ''collaborative problem-solving learning'' has a positive impact on the interactions between teacher learning support behavior. Sub-port analysis shows statistically, there are significant differences in concept descriptions, feedback, and language modeling among groups.
Second, it was analyzed that for the experimental group, there were statistically significant differences in the learning support behavior in the period as a result of the verification of the specific differences between each session of the learning assistance interaction.
Lastly, it was analyzed that the activities of the young children coding robot based on the ''cooperative problem-solving learning'' had a positive effect on the young children''s mathematical problem-solving ability
According these results, the use of child coding robot activities based on ''collaborative problem solving learning'' theory was discussed.