Critical thinking, Communication, Collaboration, and Creativity are regarded as key skills for today's learners. Interest in robotics usage to develop such competencies in educational settings arises but there hasn't been so far mapping of the research conducted in this field. Thus, we present a scoping review of 59 articles published from 2012 to 2023 in 4 Databases and 2 Registers examining kindergarteners' skills through Educational Robotics. Our goal was to map which skills are commonly examined in kindergarten and under which terminology as well as to investigate the studies' features, the types of robotics, and the assessment tools utilized. Our findings depict that several skills are evaluated using different terms. Critical thinking is examined most frequently, creativity the least, and communication is integrated into collaboration and the opposite. Most of the researchers used the mixed method focusing on qualitative tools, examining quite a small sample size, and conducting the intervention for a short time. Also: BeeBot, Lego robotics kits (WeDo, Mindstorms), and social, humanoid robots are often used. Additionally, the evaluation tools used in the reviewed papers are presented and categorized into groups. This scoping demonstrates that robotics might affect positively the children's cognitive skills and creativity but may not facilitate their interactions so much regarding emotional expressions. Moreover, a gap in quantitative research on kindergarteners' skills development via Educational Robotics is spotted. Finally, this scoping review suggests: creating clear terms for skills, developing robotics tailored to kindergarten age, forming full robotics activities, and designing modular evaluation tools for young learners' capacities.

批判性思维、沟通、协作和创造力被视为当今学习者的关键技能。人们对使用机器人技术在教育环境中培养此类能力产生了兴趣，但迄今为止尚未对该领域进行的研究进行绘制。因此，我们对 2012 年至 2023 年在 4 个数据库和 2 个寄存器中发表的 59 篇文章进行了范围审查，通过教育机器人检查幼儿园儿童的技能。我们的目标是绘制出幼儿园通常检查哪些技能、使用哪些术语，并调查研究的特点、机器人的类型和所使用的评估工具。我们的研究结果表明，几种技能是使用不同的术语进行评估的。批判性思维被最频繁地检验，创造力最少，沟通被整合到协作中，反之亦然。大多数研究人员采用混合方法，注重定性工具，检查样本量较小，干预时间较短。另外：BeeBot、乐高机器人套件（WeDo、Mindstorms）以及社交类人机器人也经常被使用。此外，还介绍了评审论文中使用的评估工具并对其进行了分组。这一范围表明，机器人技术可能会对儿童的认知技能和创造力产生积极影响，但可能不会极大地促进他们在情感表达方面的互动。此外，通过教育机器人对幼儿园儿童技能发展进行定量研究也存在差距。最后，本次范围审查建议：为技能创建明确的术语，开发适合幼儿园年龄的机器人，形成完整的机器人活动，并为年轻学习者的能力设计模块化评估工具。