This paper explores the role of programmable robotic toys like the Constructa-Bot in fostering algorithmic thinking and curiosity in preschool education. As young children grow increasingly adept with technology, they often surpass their parents’ familiarity, prompting a shift in educational tools, even in early childhood environments like kindergartens. Unlike the traditional use of wooden blocks, cars, or dolls, today’s children are drawn to interactive and controllable toys, offering an opportunity for early engagement with basic programming and robotics. About 15 years ago, programmable toys like Pleo marked an initial shift, although they were not yet commonly seen in educational settings. Today, more advanced toys such as the Constructa-Bot are making their way into kindergartens, though their educational potential often depends on teachers’ initiative and understanding. This article provides an in-depth look at the Constructa-Bot, outlining its role beyond play and highlighting activities designed by a kindergarten teacher to help children develop foundational skills in robotics and algorithmic thinking. Through one example of a series of proposed activities, we want to show how Constructa-Bot can be used as an educational tool to develop curiosity and introduce young children to the basics of programming. A pedagogical experiment conducted by one of the authors, a practicing kindergarten teacher, shows practical applications and impact on preschool children’s engagement and learning. This article also offers recommendations for effectively incorporating such technologies into early childhood education, ensuring that these tools are actively used to support developmental learning goals rather than simply taking up shelf space.