The Impact of Early Robotics on Kindergarten Children’s Self-Efficacy and Problem-Solving Abilities

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.