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Coding and robotics education has drawn a lot of interest in recent years to get children ready for the future labour market and advance their digital skills. This paper focuses on coding and robotics workshops in non-formal educational settings in Belgium, Denmark, and Italy. Building on data from a comparative/cross-national study, we will present findings from 16 observations of such workshops followed by 11 interviews with the organisers and moderators with the purpose of investigating their pedagogical practices, learning and inclusion opportunities. Findings of this study suggest that while digital skills workshops in non-formal learning contexts are designed and implemented with the goal of encouraging children's collaboration and active participation, the structure of the learning activities, the organization of the learning environment, and the choices made by children themselves may promote individualistic practices. Furthermore, despite attempts to encourage diversity and inclusion, such as choosing a "free" and "open-door" approach, these workshops may fail to attract participants from diverse backgrounds. We argue that an active dialogue between organisers and moderators, researchers, parents, and, of course, children from various backgrounds is required to promote child-centered approaches that move beyond individualistic accounts of learning and toward the creation of more collaborative and inclusive digital skill activities through a systemic and holistic approach.

The present article reports on findings from a survey administered in Italy to a national representative sample of parents of children aged 0-8 around their sharenting behaviour. We first frame sharenting as a complex phenomenon where gendered, generational and agentic matters intertwine and mingle in complex ways. We then report results from a cluster analysis aimed at identifying different sharenting styles reflecting the scale and scope of parents’ sharing behaviour among our sample. The relationships between sharenting styles and parents’ socio-demographics, as well as parental practices of privacy management are further explored and reported. Altogether, findings provide insights into the experience of sharenting in family life pointing to a variety of sharing practices, while also showing first that sharenting represents a key site of identity performance for young mothers, and then how parents negotiate and manage related issues of agency and privacy.