Nowadays, the need for the new generation of students to acquire problem-solving, critical thinking, and collaborative skills to meet their professional and social expectations in the 21st century is becoming increasingly urgent. As technology plays a key role in cultivating such skills, educational robotics provides challenges and opportunities for students to develop innovative ideas and higher-order learning skills. This paper attempts to study the role of educational robotics activities in cultivating problem-solving skills in preschool students. The educational intervention in this study involves the construction and programming of a robot using the ‘Kids First Coding and Robotics Kit’ to identify geometric shapes, as students collaborate in small groups to solve problems posed to them. The principal tool for data collection was an observation sheet of students’ behavior during the problem-solving process, based on the EPCOT (Engineering Preschool Children Observation Tool). In addition, a cognitive content questionnaire administered before and after the process, student worksheets, and the researchers’ personal notes provided important data. Fifty-two preschool students attending a public kindergarten participated in the study. According to the findings, the most frequent actions were ‘Creating – Testing - Revising solutions’, ‘Brainstorming -Planning - Choosing solutions’, and ‘The problem-solving process’. The less frequent actions were ‘Unpacking the process and the problem’ and ‘Identifying and Researching the problem’. The students’ cognitive achievement also appeared to be supported.