National Core Curriculum for Early Childhood Education and Care (ECEC) presupposes technology education to be part of the young learners’ education in the Finnish education system. Programming and Robotics (PR) also stand out from National Core Curriculum for Basic Education in Craft, Design and Technology Education. Consequently, learning basic skills of PR at the early age are necessary for creating curiosity on PR and constructing knowledge on later school path. In this study, we examine teacher-child interaction in teaching of PR in Finnish ECEC. The study was conducted as part of the InnoPlay 2018–2022 -project which was one of the key projects of developing teacher education under the Ministry of Culture and Education in Finland. The theoretical framework is an ECI-model of a teacher-child interaction, that consists of three domains: Emotional Support, Classroom Organization, and Instructional Support. In addition, the domains are divided into specific dimensions. This study focuses on recognizing which dimensions of Instructional Support (IS) in teacher-child interaction are implemented in teaching of PR to young learners. The data was collected in six pre-primary school groups (6-year-old children) where various PR lessons were video recorded. Total of 23 video clips (240 minutes of data) were analysed by theory-driven content analysis based on ECI-model. Participants in the data were n=10 ECE teachers and n=74 young learners. The results indicate that the dimension of ‘children have the possibility to choose’ was implemented least in IS domain, meanwhile the dimension of ‘children have the right to have knowledge’ was emphasized most in teacher-child interaction. To increase young learners’ participation in learning PR, the teacher-child interaction theory and practise should be included in in-service teacher training.