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.

Background: The number of artificial intelligence (AI) literacy studies in K‐12 education has recently increased, with most research focusing on primary and secondary education contexts. Little research focuses on AI literacy programs in early childhood education.Objectives: The aim of this mixed‐methods study is to examine the feasibility of an AI literacy program called “AI4KG” and explore how it might affect kindergarteners' perceptions of robots and attitudes towards engineering and science.Methods: A total of 26 child–parent dyads recruited from a Hong Kong kindergarten were involved in this study, consisting of 26 children (M_age = 4 years, SD = 0.28) and their parents. Quantitative and qualitative data were collected through surveys and interviews designed to explore children's perceptions of robots and attitudes towards engineering and science, and parents' perceptions of the AI4KG intervention.Results: It is found that children have increased their perceptions of robots after the AI literacy program, but the AI4KG curriculum had no significant effects on kindergarten children's engineering and science attitudes. Most parents (22 out of 26) agreed that their children's AI knowledge, AI skills, and AI attitudes have been enhanced after learning through the AI4KG curriculum.Conclusions: This study suggests that the AI4KG curriculum is potentially effective in promoting early AI literacy and favourable attitudes towards the technology, but further research is needed to develop age‐appropriate measures and assess its long‐term impact on children's education and career paths.

Background: Artificial Intelligence (AI) literacy is a crucial part of digital literacy that all individuals should possess in today's technologically advanced world. Despite the potential benefits that AI education offers, little research has been done on how to teach AI literacy to children.Objectives: This study aimed to fill that gap by investigating how children were engaged in AI literacy activities that are supported by intelligent agents. These activities were implemented in a Hong Kong kindergarten with a class of six 5‐year‐olds (M_age = 62.83 months, SD = 2.91) over a 6‐week period.Methods: The study gathered data from multiple sources, including classroom observations, teacher interviews, and documents/artefacts.Results and Conclusions: The results showed that children could learn about AI through interaction with intelligent agents in embodied learning contexts. The findings of this study have implications for the broader field of digital technology education, particularly in the context of early childhood education.