In recent years, children from a kindergarten in central Israel have been exposed to learning experiences in technology as part of the implementation of a curriculum based on technological thinking, including topics related to behaving-adaptive-artifacts (e.g., robots). This study aims to unveil children's stance towards behaving artifacts: whether they perceive these as psychological or engineering entities. Hence, their explanations were analyzed looking for their use of anthropomorphic or technological language. In contrast with previous findings, which reported on kindergarten-age children's tendency to adopt animistic and psychological perspectives, we have observed that the engagement in constructing the "anthropomorphic artifacts" behavior promoted the use of technological language and indicated the early development of a technological stance. The implications of the findings for the development of technology-related learning tasks in the kindergarten are discussed.