New technologies and subjects are increasingly being added to the agenda of children's education for increasingly younger groups. Such advances are also tied to questions of learning and the educational designs that make this possible. This study follows the evolution of context- and age-appropriate designs during a programming robot project for 1-2-year-olds, a novel technology for children and teachers. The study examines learning design phases featuring instructional, guided play, and free play activities and uses mixed-methods techniques to examine several aspects of children's educational interaction. Results show how all three educational designs offer different potentials for children's learning. Teacher scaffolding supports extended programming actions but limits children's exploratory actions, and guiding play increases time on task. Simultaneously, children's free play increases the frequency of simple programming actions and leads to unexpected learning potentials beyond the guided activities. It is discussed how diverse learning experiences can join in programs balancing instructional needs of novel technologies and subjects with early childhood's exploratory and playful modes of learning.