01 / CODING
“Can I get it
over there?”
With mTiny and physical coding commands, children start connecting a plan with an action: what goes first, which way to turn and what to change when the route doesn’t work.
LITTLE CODER · AGES 3–4
Screen-free codingLEGO buildingHands-on science
Small steps.
Big discoveries.
No screens needed.
A little robot. A curious mind.
A whole world to figure out.
Plan a route with mTiny. Build with big LEGO bricks. Discover what makes things move. Little Coder gives children aged 3–4 a hands-on introduction to coding and science—with plenty of room to try their own ideas.
“What happens
if I try this?”
if I try this?”
FOR THEIR FIRST STEPSAges 3–4
HANDS ON. SCREENS OFF.mTiny + big LEGO bricks
SMALL QUESTIONS. REAL THINKING.Plan · Build · Try · Discover
FIRST CODING. REAL-WORLD DISCOVERY.
Learning they can
put their hands on.
A command becomes a movement. A few bricks become a creation. Different topics give children new questions to explore—and new reasons to build, test and try again.
“Can I get it
02 / BUILDING
“What could
I build?”
Big LEGO bricks turn ideas into something children can hold, connect and change. Building gives them a practical way to explore shape, balance and how parts work together.
03 / SCIENCE
“Why did
that happen?”
Hands-on activities introduce different science topics through questions children can investigate. They make a prediction, try something out and notice what changes. Cars and slopes are just one example.
DIFFERENT TOPICS. THE SAME CURIOUS MIND.
Many ways to wonder.
Many things to discover.
Little Coder explores different topics through screen-free coding, LEGO building and hands-on science. Each topic brings a new opportunity to plan, build, predict and discover. Explore a few examples below.
A PLAN THEY CAN SEE
First this.
Then that.
“Let’s try it!”
Arranging physical commands makes a sequence tangible. Children can follow their plan, see the result and move a card to try a different route.
1 ↑2 ↑3 ↱4 ↑
Four commands. One little plan.
BIG BRICKS. THEIR OWN DISCOVERIES.
“I made it.
What can it do?”
Large LEGO bricks give children something they can build, handle and change. Their creation becomes a starting point for exploring how parts fit together and what happens when they try a different approach.
- Build: connect pieces to make a model.
- Explore: look closely at what it can do.
- Change: try another piece or arrangement.
- Explain: share what they noticed.
Different topics bring different challenges. The focus is on learning through building and discovery.
Sample topic · Cars & slopes
What do you think will happen?
Illustration for parents · Actual results depend on the car, surface and setup.ONE EXAMPLE OF A SCIENCE TOPIC
“Will it go faster
this time?”
In this sample topic, children explore what happens when a car rolls down a slope. Changing the ramp gives them a reason to predict, observe and explain what they notice—the same thinking they can bring to other topics.
- Predict: “What might happen?”
- Test: release the same car without pushing.
- Notice: “What changed?”
- Try again: adjust the ramp and compare.
A little guidance.A chance to work it out.
HOW WE HELP THEM DISCOVER
Room to try.
Support to
try again.
Getting it right is only part of the story. Noticing what happened, making a change and having another go are learning moments too.
01
Start with something to wonder about.A simple question gives their activity a purpose.
02
Make a plan they can touch.Arrange a command, connect a brick or build a route.
03
Test, notice and try again.A teacher’s prompt helps them explore the next possibility.
04
Put a discovery into words.“It turned!” “I changed this.” Small explanations matter.
THE BEGINNING OF INDEPENDENT THINKING
That look of
“I’m figuring it out.”
Our aim is to give curiosity somewhere to go—with real objects, playful challenges and the space to explore.
LITTLE CODER AT SUP
Small hands.
Busy minds.
A look inside the classroom: planning with mTiny, building with LEGO and testing what their creations can do.
6 of 13 photographs
THE FIRST STEP, MADE SIMPLE
A little clarity
before they begin.
Little Coder
- Age group
- 3–4 years old
- Learning tools
- mTiny + large LEGO bricks
- Learning focus
- Screen-free coding, building and hands-on science
Ask us about available classes, lesson arrangements and trial options.
What does screen-free coding mean?＋
Children use physical commands to plan actions for mTiny, rather than coding on a tablet or laptop. They can arrange a sequence, see what the robot does and change their plan.
How does LEGO fit into the course?＋
Large LEGO bricks give children a hands-on way to build, test ideas and explore how things work across different topics. Topics vary; cars and slopes are one example of exploring science through play.
Is this suitable for my child?＋
Little Coder is designed for children aged 3–4. Tell our Education Consultants your child’s age and interests so we can discuss a suitable first step.
How can I find out about a class?＋
Contact our Education Consultants on WhatsApp for the timetable, fees, trial availability and attendance arrangements.
Ask about a class ↗A FIRST STEP INTO CODING & SCIENCE
Bring their curiosity.
Let’s find their first step.
Tell us a little about your child. We’ll help you explore Little Coder.