执行功能作为高级认知能力，会影响幼儿的行为与意识，而学前阶段正是执行功能发展的关键期。在已有研究中发现，作为未来人才基础技能的编程能够促进学习者的认知能力。但如何在学前阶段开展编程活动，活动效果如何、活动中可能有什么问题都不甚了解。尤其目前我国编程相关的活动更多落实在中小学阶段。 因此本研究与一线教师一同开展机器人编程活动，研究选取了87名5~6岁幼儿，通过前后两次测查考察编程活动对执行功能的影响，并探究不同授课者开展的编程活动是否存在差异。其结果表明： （1）机器人编程活动对5~6岁幼儿执行功能有提升作用。 （2）园所教师研究人员开展的机器人编程活动的效果要优于园所教师开展的活动。

Executive function is a complex higher cognitive function, which can affect children’s behavior and consciousness, and the development of formal executive function in the preschool stage is a critical period. Previous studies have found that programming, as a basic skill for future talents, can promote learners' cognitive ability. But we don't know much about how to do programming in preschool, how effective it is, and what problems it might have. In particular, programming related activities are more implemented in primary and secondary schools. Therefore, this study carried out robot programming activities together with front-line teachers. 87 children aged 5 to 6 were selected for the study. The influence of programming activities on executive function was investigated through two tests before and after, and whether there were differences in programming activities carried out by different teachers was explored. The results show that: (1) Robot programming activities can improve the executive function of children aged 5 to 6. (2) The effect of robot programming activities carried out by teachers in kindergartens is not as good as that carried out by researchers.