From Fantasy to Function: Children’s Perceptions of a Robotics-Infused Play-Based Curriculum

• In Event: Pedagogical Practices and Classroom Quality in Early Learning

Abstract

This study examines the experiences of kindergarteners during a 10-week robotics intervention grounded in the Quality Learning Through Play framework (Parker et al., 2022). Nineteen students engaged with Blue-Bot robots in activities designed to promote spatial reasoning, autonomy, and creative expression. Using mixed methods, including interviews and post-intervention surveys, the study captured children’s self-reported excitement, emotional responses, and intentions to continue using robots. Findings reveal that students transitioned from imaginative to purposeful use of robots, developed emerging computational thinking skills, and positioned robots within personal and social narratives. Statistical analysis showed no significant gender differences in experience. The study foregrounds the value of playful, child-centered robotics integration in early education and highlights children’s voices as critical to evaluating their learning.

Authors

• Monica Miller Marsh, Kent State University

• Iyanuoluwa Emmanuel Olalowo, Kent State University

• Sumyea Jashim Benta, Kent State University - Kent