The study is aimed at investigating the critical thinking and action of pre-primary and primary education children in situations of interpreting and justifying the meaning of the functionality of ozobots. We present a research probe that was conducted in the environment of the UK Science Park - FabLab as well as in the environment of the schools that the children and pupils attend. The research tools and methods are group discussion, observation, indirect observation (through video recordings) and individual interviews. We analysed children’s and students’ actions and thinking in relation to manipulative activities, conceptual activity and evaluation related to ozobots. We were interested in the capacity to retain, reproduce experiences and transfer meanings. The results we present consider the developmental levels, direct experience, and types of judgments that children and students possess. In doing so, we point out that this type of teaching should rightly be discussed during undergraduate studies in teacher education and educational sciences.