An exploration of robot programming as a foundation for spatial reasoning and computational thinking in preschoolers’ guided play

•The physical-digital convergence of a programmable robot integrated into play has effects that enhance both spatial reasoning and computational thinking.•The teacher remained a key actor, providing verbal and nonverbal scaffolding to promote children's understanding and mastery of spatial and computational concepts.•Talking about spatial concepts combined with the interaction with a robot enhanced children's acquisition of spatial ideas.•The quantity of children's verbal expressions reflected the complexity of their applied spatial skills and computational thinking.