Research interest in robotics is increasing at all educational levels due to the potential benefits highlighted in the existing literature. The present study aims to explore the field of tangible programming integrated into early childhood education. It also examines how traditional teaching methods like storytelling can be combined with tangible robotics in papers published up to 2025 on six databases and one register. Hence, 148 articles emerged, based on inclusion and exclusion criteria, examining the related field trends and the special traits of the studies (research method, sample size, intervention duration, story types, participants’-robots’-educators’ roles). Results reveal that the researchers used the qualitative method the most, examined quite large sample sizes, and avoided stating the exact intervention duration. Most of the time, the activities designed aimed at developing preschoolers’ coding abilities, computational thinking, problem-solving, narrative skills, and creativity. Additionally, the participants were encouraged to frequently create authentic stories and adopt various roles in small team groups facilitated by educators. Besides, tangible robotics were often utilized solely as an interactive programming tool in step-by-step presented activities. Finally, implications are formulated for the future design of robotics activities tailored to preschool, encompassing tangible programming and storytelling, to foster various skills.