Robot programming versus block play in early childhood education: Effects on computational thinking, sequencing ability, and self‐regulation

Abstract Programmable robotics is recently used in early childhood education (ECE) to introduce programming and computational thinking (CT) skills. However, there is a further need for research to contrast the efficacy of children's participation in robot programming and traditionally beneficial ECE activities. The present study thus investigated the effects of a robot programming intervention versus a block play program on kindergarteners' CT, sequencing ability, and self‐regulation. The experiment (robot programming) versus comparison (block play) condition was randomly assigned to four kindergarten classes, which included 101 kindergarteners ( M = 64.78 months, SD = 7.64). Statistical analyses revealed that the robot programming group ( N = 54) had experienced greater gains over time in sequencing ability relative to those in the block play group ( N = 47; F = 5.09, p < 0.05). Children in the robot programming group with lower level of self‐regulation at baseline showed larger improvements in sequencing ability over time relative to the block play group ( F = 2.37, p = 0.01). Also, children in the robot programming group with older age showed larger improvements in CT over time relative to the block play group ( F = 2.40, p < 0.01). The study demonstrates the positive benefits of robot programming to early childhood development in terms of CT and sequencing ability, compared to a traditional curriculum activity in ECE—block play. Practitioner notes What is already known about this topic Screen‐free robot programming can enhance preschool children's computational thinking (CT). Block play can enhance preschool children's mathematics and executive functioning. Both robot programming and block play are engaging for preschool children. What this paper adds An unplugged CT assessment is used to measure and compare the effects of both robot programming and block play interventions among preschool children. Robot programming outperforms block play in promoting children's school readiness skills such as sequencing ability. Children with lower self‐regulation skills benefited more from the robot programming intervention. Implications for practice and/or policy Robot programming and CT education should be expanded in diverse early childhood settings to boost the positive effects. Technology‐enhanced curricula should be integrated into early childhood education. Teachers should receive training on robot programming in addition to more traditional skills such as scaffolding children's block play.