Using robotic toys in early childhood education to support children's social and emotional competencies

被引：10
|
作者：
Kewalramani, Sarika [1 ]
Palaiologou, Ioanna [2 ]
Dardanou, Maria [3 ]
Allen, Kelly-Ann [1 ]
Phillipson, Sivanes [4 ]
机构：
[1] Monash Univ, MEL, Frankston, Vic, Australia
[2] Canterbury Educ Serv, Canterbury, Kent, England
[3] Univ Arctic Norway, Tromso, Norway
[4] Swinburne Univ Technol, Hawthorn, Vic, Australia
来源：
AUSTRALASIAN JOURNAL OF EARLY CHILDHOOD | 2021年 / 46卷 / 04期
关键词：
Play with social robotic toys; digital technologies in early childhood education; children with diverse additional needs; child social emotional development; PREVALENCE;
D O I：
10.1177/18369391211056668
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This Australian study examines whether and how technologies such as Artificially Intelligent (AI) toys in a home-based setting might socially and emotionally support children with diverse needs through play. Building on the concept of 'emotional capital', and employing a design-based research approach, parents during the COVID-19 lockdown periods in 2020 intentionally used robotic toys to engage their children with additional diverse needs in home-based play experiences. The data from both parents' and children's (n = 5) Zoom interviews, digital observations and children's drawings demonstrated how children creatively conversed with their AI robots in innovative and empathy-based dialogues that generated happy feelings and a sense of 'imaginary' togetherness with their robot during the coding experiences. This study contributes to research by exploring the use of AI robotic toys together with physical and artificial environments and offers a case to build children's emotional capital in enabling children's social-emotional literacies.
引用
收藏
页码：355 / 369
页数：15
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