ABSTRACT
In this chapter, we seek to highlight the importance of allowing and including imagination and creativity in schoolchildren’s work with programming robots to enhance learning and to generate interest in programming as such, using classic fairy tales as a frame. Theoretically, the chapter draws on Vygotsky’s concepts of imagination and creativity to argue the case that programming embraces imaginative and emotional interactions, which children learn within creative activities, based on examples from an empirical study of children’s learning of programming through representation of fairy tales.
