Background and ContextComputational thinking and early programming skills are essential for digital literacy. This study investigates the code literacy (reading and explaining code) of first-grade students (ages 6-7) in a mandatory Early Childhood Robotics (ECR) program. The research focuses on students' confidence and actual ability to interpret sequences, conditions, and loops, with specific attention to gender-related differences.ObjectiveThe study aims to investigate the relationship between students' self-perceived comfort with their own and others' code and their actual performance. It also explores whether participation in the ECR program is associated with early differences in coding comprehension between girls and boys.MethodA mixed-methods approach was used to collect data from 89 first graders. Quantitative measures included surveys assessing self-perception and expert-based evaluations of coding performance. Qualitative data were gathered through interviews to capture students' attitudes and engagement. Objective assessments examined students' ability to read and explain block-based code involving sequences, conditions, and loops.FindingsResults revealed a significant gap between self-perception and actual ability, particularly for more complex structures. While two-thirds of students could handle simple code, only 42% understood loop structures. Girls outperformed boys in all coding types. Despite differences in performance, 85% of students expressed a strong willingness to participate again, suggesting high levels of interest and positive attitudes toward the program.ImplicationsThese findings highlight the educational value of introducing structured robotics and programming programs in early primary education. Mandatory ECR programs can promote widespread engagement and may support balanced early participation in computational learning.

This study examined the impact of early robotics experiences on kindergarten children’s self-efficacy and performance across multiple domains, including building, following visual instructions, problem-solving, and object repair. Ninety-seven children (ages 4–6) were assigned to either a research group (n = 46) receiving a year-long robotics curriculum or a control group (n = 51) following the standard curriculum. A quasi-experimental pre-test–post-test design was employed. Self-efficacy was measured using dichotomous questionnaire items, and performance was assessed through hands-on age-appropriate repair tasks. Baseline comparisons showed no significant differences between groups, supporting equivalence at the start of the study. Results indicated that children who participated in the robotics program reported greater confidence in building, following visual instructions, and solving problems compared to the control group. Importantly, children in the robotics group not only reported greater confidence in their repair abilities but also outperformed peers in the post-test repair task. These findings indicate that early robotics fosters both beliefs of capability and tangible problem-solving skills in early childhood. Embedding robotics into kindergarten curricula may therefore strengthen foundational self-efficacy and support transferable skills relevant for long-term learning and well-being.

This study examines the effects of integrating an inquiry-based final project into an early childhood robotics program, focusing on its influence on children’s problem-solving self-efficacy, attitudes toward collaboration, confidence in applying robotics to real-world challenges, and future interest in STEM. A total of 176 first-grade students (aged 6–7) were randomly assigned to either a research group that completed a culminating inquiry-based robotics project or a control group that followed a traditional structured curriculum. A quasi-experimental post-test-only comparison group design was used, and baseline equivalence was confirmed across groups. Results revealed that children who participated in the inquiry-based final project group demonstrated significantly higher problem-solving self-efficacy and more positive attitudes toward peer collaboration, while also being more likely to see the relevance of robotics to real-world problems and to align with inquiry-based learning approaches. Gender analysis showed that these gains were especially pronounced among girls, who exhibited more statistically significant improvements in problem-solving confidence and self-efficacy in inquiry-based problem-solving. The study’s findings highlight the benefits of incorporating inquiry-based final projects into early robotics curricula, addressing a critical gap in early childhood STEM education by providing evidence-based insights into how to enhance foundational STEM dispositions and engagement through inquiry-based, technology-integrated instruction.

BackgroundEducational robotics has emerged as a valuable approach to promoting STEM learning and problem-solving skills in early childhood education. However, there is limited empirical evidence on how structured, project-based approaches-particularly capstone projects-can influence young children's engagement, confidence, and continued interest in technology and robotics.PurposeThis study aims to investigate how Kindergarten and Grade 1 students participate in capstone projects within an early childhood robotics program, and how these projects impact their confidence in building and programming robots as well as their motivation to pursue further studies in technology and robotics.SampleThe study involved a sample of 243 children aged 5 to 7 years, all of whom participated in an educational robotics and technology course that formed a mandatory part of their curriculum.Design and MethodsA mixed-methods design was employed, combining both quantitative and qualitative analyses. Data were collected through individual and group interviews that explored children's experiences, levels of confidence, and attitudes toward robotics before and after participating in the capstone project. The qualitative component examined patterns of engagement, collaboration, and creative problem-solving exhibited during project work.ResultsFindings indicate that implementing a capstone project in early childhood robotics education significantly enhances children's confidence in building and programming robots. The project-based learning approach also increased students' enjoyment and sense of achievement, motivating them to take on challenges beyond what is typically considered age-appropriate. The results demonstrate that even young learners can effectively engage in complex, creative, and collaborative STEM tasks when provided with structured, hands-on learning experiences.ConclusionIntegrating a final capstone project into early childhood robotics programs provides a comprehensive and enriching learning experience. It fosters confidence, creativity, and sustained interest in technology, underscoring the value of incorporating project-based learning early in the educational journey.

Using educational robotics playgrounds at different stages of development, children could evolve from the most basic making skills (MSs) to developing very sophisticated MS, which become part and parcel and one of the drivers of developing engineering skills (ESs). This process could, and should, start as soon as possible. The newborn instinctively starts to try/play/make, sharpening its MS, and in the process develops all its mental and physical strengths, including those that will become the beginnings of its ES. Creating a special engineering robotics playground can improve these processes both qualitatively and quantitatively while establishing the vital creative link between making and engineering (MS and ES) and internalizing best making and engineering practices.

This longitudinal study of robot programming in early childhood (ROPEC) was performed based on summative and formative assessments of the robotics program in kindergarten and year one of elementary school. The study aims to broaden our knowledge about children's understanding of programming, their confidence in ability to read and write programs, and their real capabilities of reading and explaining programs. In this study, we used a sample of 114 children (age 5-7 years) participating in the robotics program. Quantitative and qualitative data were collected from participant interviews. We added to the usual surveys a real evaluation by experts of children's capability to read and explain the code. Unique emphasis was put on being able to assess objective vs. subjective aspects of a ROPEC participant. Our findings revealed significant differences between objective beliefs and real capabilities of children that should be dealt with in any robot programming; however, the findings were very positive. The results of this study provide crucial evidence that participation in ROPEC contributes in reducing the gender gap in science and engineering. Girls are not less interested or capable than boys in reading, writing, or explaining the code and in important aspects are even better and more eager.

Early Age Robotics (EAR) education has become extremely popular throughout the world. It has proven to be not only interesting and enjoyable, but also effective at helping even the youngest of children (aged 4–7) develop skills and reap educational benefits. But what about their families? Are parents as happy with EAR programs as are the children? What are their attitudes and beliefs regarding it? In this novel empirical study, we seek to answer these questions and succeed in refuting some commonly held beliefs. This study is based on a unique EAR program running since 2016 for over 2000 children. Using qualitative and quantitative research methods, we analyzed interviews with 29 parents and surveys submitted to 203 parents whose children (aged 4–7) studied technology and robotics as a compulsory component of their curriculum. We uncovered an interesting phenomenon of parents becoming transformed from being passive consumers of the educational system into new, twenty-first-century parents, more confident about their ability to learn and to help promote their children’s abilities. They are more motivated and involved, and ready to invest in both their own and their children’s learning. Also encouraging is the gender equality found in this technological area. We recommend introducing a new PEAR (Parents in EAR) model, offering practical proposals for enhancing and expanding robotics education. The study confirms parents’ satisfaction with technology, their willingness to learn more about robotics, and their satisfaction with their children’s participation in an EAR program. This transformation should be considered by EAR stakeholders.

In this novel empirical study, the authors investigate how creative are our children and how robotics education final projects can promote creative thinking and engage children in science, engineering, and technology topics. This study is based on a unique Early Age Robotics (EAR) program running since 2016 for over 2000 children. A final project, related to use of robots in Moon settlements, is used to motivate children to be creative and to promote inquiry-based science education. Using a mixed-method study, we analyzed interviews and projects of 46 children (aged 5 7) who studied technology and robotics as a compulsory component of their curriculum. In addition, posters created by first graders were analyses by judges to establish diversity and originality of the solutions. Children’s explanations of the need, the technological challenge and the solution are analyzed. Child’s feelings about himself, his team and others’ creativity are investigated. The results show that most of the children are very creative, value their teams and their creativity. Also encouraging is the gender equality found in this technological area. The findings show that after careful decision process, when given the same problem, children successfully identified different needs and challenges and created numerous solutions. Interviews show that most of the children understood what the need of the project was, what the challenge was and what they created. These significant results should be considered by EAR stakeholders to motivate children to be original, to promote creative thinking and science education in early childhood.

Whether we think it is terrible, or (as we do) that it is vital and has great potential - the reality is that our kids are netizens from birth (though in a constantly evolving way). The authors, educators and AI and CS researchers, in their capacity as heads of Educational Robotics and Knowledge Engineering Labs, have researched, both theoretically and empirically, the best technology to use in managing this exposure, with the aim of bringing up the most accomplished, happy and responsible digizens. Our method is Montessori humanistic, constructivist, individualized, game and inquiry based. The child is seemingly given a free access and choice of what to do online. In reality he is stirred towards the right material, using pre-planted and interactively evolving individually customized attractions before, and prices after, he has played the game or watched the clip, that are really a lesson. For instance, to learn about multiculturalism and study languages, a 3-year old who liked pandas was stirred through clips about pandas to ask to study Chinese and in time on his own initiative used YouTube lessons and did learn it. We currently work on making available an online app for parents and educators all over the world.

A new discipline of greatest importance is introduced – Child Friendly Robotics. Its rich theoretical framework is beyond the scope of this paper, yet an excellent first glance at this revolutionary field is provided, by an indepth analysis of a pioneer program to implement Child Friendly Robotics on a national scale.

Consumer electronics industry is a century old, but never in its history was it undergoing such a fundamental change as now. The devices use Information and Communication Technology (ICT) to become connected and smart. The next stage is to use the astonishing advances in Artificial Intelligence (AI) to make the devices intelligent. This digital fourth industrial revolution creates tremendous opportunities but also pitfalls. There is a need for a clear model of the intelligent consumer electronics technology, market and industry. We present here a paradigm of the digital home as organic ecosystem - a hierarchical organization of digital servants modeled after the Victorian manor. Using this paradigm we predict some major developments and new business models and opportunities.

A good first course in SE is becoming very important in the midst of the ICT revolution we find ourselves today. Yet this is one of the most problematic courses for the students. We describe 15 years of researching, designing and teaching a different undergraduate SE course, spanning number of higher education institutions and 1500 students in three departments: Computer Science, Industrial Engineering and Computer Engineering. The aim was to develop a better SE undergraduate course using novel educational constructivist theories, inspired by Montessori method, and a new SE paradigm -- Organic Knowledge, used to make order in the much more chaotic and free learning environment. The course uses extensively ICT but strict engineering methods guaranty students' constant advancement. The results, measured both qualitatively and quantitatively, were very encouraging.