Abstract
An applied research proposal for integrated learning based on the use of educational robotics has been proposed. The design has been implemented with a sample of 21 four-year-old students applying twenty-first-century competencies (collaboration, creativity, critical thinking, and communication) to learn the curricula related to the development of lexical relations. This research aims to apply data directly derived from the application of educational robotics in the classroom. The research aims focus on two fundamental questions: on the one hand, to verify whether the use of educational robotics in teaching practice is related to greater conceptual achievement and, on the other hand, to validate whether students apply transversal competencies through educational robotics. The results allow us to affirm that the didactic application of robotics activities achieves a high degree of conceptual integration when establishing lexical relationships and allows students to put into practice key transversal problem-solving and critical thinking competencies.