The first educational robots for children appeared in the 70s of the 20th century, and Seymour Papert, one of the creators of the Logo programming language, in cooperation with the LEGO Group popularized the development of such robots with the aim of fun and active learning of programming. Pupils already encounter programming in the first four years of school, especially programming using blocks in, for example, Scratch, so the introduction of educational robots into classes proves to be an excellent opportunity to achieve the goals of informatics classes. Educational robots can be introduced into classes as learning objects or learning tools, and the mentioned approaches are based on the theory of constructivism and two approaches to learning, constructionism and project based learning. The LEGO group, guided by the aforementioned approaches, has for many years been making educational robots that can be used to perform various STEM activities in classes. The latest LEGO sets for creating educational robots are LEGO Education SPIKE Essential and LEGO Education SPIKE Prime, and they include many parts and sensors that enable the creation of dierent robots. In addition, an application was created for the mentioned sets, which is used to program the robots, and it is possible to use two types of blocks that are designed with regard to the dierent age of pupils. In addition to learning in class, the FIRST LEGO League competition, which allows for the development of problem-solving skills. In this paper, many advantages and didactic principles of introducing educational robots into classes are listed rst. After that, the content, possibilities and types of block programming for LEGO Education SPIKE Essential and LEGO Education SPIKE Prime sets were studied. Finally, the structure and purpose of holding the FIRST LEGO League competition is described.