The purpose of this study is to analyze the reflections of future kindergarten teachers when designing didactic sequences with the use of the bee-bot robot. A qualitative methodological design was followed to achieve this objective, collecting the data through a written record prepared by the participants from collaborative work. A total of 25 future teachers participated, forming six working groups. The data were analyzed with the content analysis technique, considering the criteria of didactic suitability--epistemic, cognitive, interactional, mediational, affective, and ecological--and their respective components. The results suggest that at the moment prior to the design of the didactic sequences, the reflections of the groups of future teachers are related only to some criteria, while, in the design of the proposed teaching and learning process, the units of analysis were related to all six criteria. With the results obtained, it is concluded that a future implementation and observation of the design of didactic sequences by the participants would allow the participants to consider more components of the criteria when reflecting. In addition, it is concluded that training that contemplates the criteria of didactic suitability, would also allow future teachers to deepen their reflections, guiding them with these tools.