Multinational Exchange Class: China & Malaysia Online

Executive Summary
On September 23, 2025, the GAR 2025 International Online Exchange Class successfully connected young learners from Xiaotang Kindergarten in Shanghai, China, and Tadika Infiniti Ria in Malaysia. This interactive online session brought together children from both countries for a collaborative robotics experience centered around a fun "Amusement Park" theme. Using Nashenbot's MPBOT 609 robotics kits and a carefully structured virtual format, the exchange fostered early STEM interest, cross-cultural interaction, and teamwork, demonstrating the potential of digital platforms to create meaningful early childhood learning experiences across borders.

Introduction
As global connectivity becomes increasingly important, introducing children to international collaboration offers significant developmental benefits. The September 2025 Exchange Class, organized by GAR and supported by Nashenbot, provided a creative and educational platform for kindergarten students from China and Malaysia to learn together through hands-on robotics. This case study highlights how the program engaged young learners, promoted digital literacy, and built a foundation for future cross-cultural exchanges.

How Were Children Grouped for the International Session?
The session utilized a supportive grouping system where children within each kindergarten were organized into small teams using GAR's green circular stickers with printed numbers. This approach created a comfortable learning environment where children could collaborate with familiar classmates while still participating in the international exchange. The grouping system focused on fostering cooperation rather than competition, allowing each child to contribute according to their abilities.

How Did the Program Foster Collaborative Learning?
The exchange emphasized shared learning and mutual appreciation. Children worked in their local teams to create amusement park rides using MPBOT 609 kits, with each team developing their unique interpretation of the theme. During the presentation phase, teams from both countries shared their creations in a supportive atmosphere, celebrating the diversity of ideas and approaches. This format encouraged children to appreciate different perspectives without any competitive pressure.

What Role Did Teachers Play in Facilitating Positive Interaction?
Teachers in both countries worked together to create a nurturing environment that emphasized cooperation and mutual respect. They guided children to focus on the creative process rather than outcomes, encouraging phrases of appreciation and curiosity about each other's work. The teachers' supportive approach helped children feel safe to express their ideas and take creative risks during the building process.

How Was Technology Used to Support Collaborative Learning?
The multi-camera setup was optimized to highlight the cooperative nature of the activity. Close-up shots focused on children's collaborative interactions and creative expressions, while wider angles captured the joyful atmosphere in both classrooms. During presentations, the camera work emphasized the sharing of ideas rather than comparison, with equal attention given to all teams' creations.

Multi-camera Display

What Was the Building and Sharing Experience Like?
Children engaged in the building process as a collaborative adventure, working together in their small groups to bring their amusement park visions to life. The MPBOT 609 kits served as tools for cooperative problem-solving and creative expression. When teams presented their creations, the focus was on sharing their creative journey and learning about how their international peers approached the same theme. This created a natural cultural exchange based on mutual learning and appreciation.

Session Workflow
1.Supportive Group Formation
Children formed local teams using numbered stickers, creating small collaborative groups.
2.Theme Introduction
Teachers introduced the "Amusement Park" theme as a shared creative adventure.
3.Collaborative Building
Teams worked together to create their interpretations of amusement park rides.
4.Teacher Guidance
Educators provided hands-on support during building and programming phases, encouraging problem-solving and creativity.
5.Interactive Sharing
Teams from both countries presented their creations in a supportive atmosphere.
6.Joint Celebration
All participants received certificates acknowledging their active participation and collaborative achievements in this international exchange program.

Collaborative Building

Outcomes and Impact
· Cooperative Skills: Children developed teamwork and sharing abilities
· Cultural Awareness: Exposure to different creative approaches built understanding
· Creative Confidence: Supportive environment encouraged self-expression
· Social Development: Children practiced positive interaction and appreciation
· Global Perspective: Early exposure to international peer learning

Recommendations for Future Exchanges
· Maintain the non-competitive, collaborative approach
· Include more opportunities for cultural sharing beyond project presentations
· Develop joint creative challenges where classes work toward a shared goal
· Create pre-session materials showing children engaging in cooperative play
· Include team appreciation activities where children express what they enjoyed about each group's work

Conclusion
The September 2025 exchange successfully demonstrated how international classroom connections can be built on a foundation of cooperation and mutual respect. By emphasizing collaborative learning rather than competition, the program created a positive environment where children felt supported in their creative explorations. This approach not only fostered cross-cultural understanding but also reinforced important social-emotional skills that will benefit children in all areas of their development.