Recent studies have shown that playing with coding toys enhances children's skills in STEM-subjects, especially problem-solving abilities. However, there is limited knowledge of early childhood education and care (ECEC) teachers' roles in facilitating children's problem-solving through coding-toy play activities and the high-quality pedagogical strategies and approaches they utilize. This study explored how ECEC teachers formed and guided pedagogical practices and influenced learning quality through digital play. The data are based on video observations of five teachers and six groups of children aged 3-5 years (three to four children per group), who each played with a coding toy for 30-60 min. Drawing on the sustained shared thinking theory, this study analyzed how teachers supported children's problem-solving processes. The results reveal that the teachers employed several pedagogical strategies and approaches, including those for nurturing children's curiosity, encouraging questioning, fostering investigation, and promoting conceptual exploration.