在幼儿教育中使用机器人玩具来支持儿童的社交和情感能力

IF 1.6 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Australasian Journal of Early Childhood Pub Date : 2021-11-01 DOI:10.1177/18369391211056668

S. Kewalramani, I. Palaiologou, Maria Dardanou, Kelly-Ann Allen, S. Phillipson

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引用次数: 4

摘要

这项澳大利亚研究考察了家庭环境中的人工智能玩具等技术是否以及如何通过游戏在社会和情感上支持有不同需求的儿童。基于“情感资本”的概念，并采用基于设计的研究方法，在2020年新冠肺炎封锁期间，父母有意使用机器人玩具，让孩子在家庭游戏体验中有更多不同的需求。来自父母和孩子（n=5）Zoom访谈、数字观察和儿童绘画的数据表明，孩子们如何在创新和基于同理心的对话中创造性地与人工智能机器人对话，在编码体验中产生快乐的感觉和与机器人的“想象”团结感。这项研究通过探索人工智能机器人玩具与物理和人工环境的结合，为研究做出了贡献，并为建立儿童的情感资本提供了一个案例，使儿童具有社会情感素养。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

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

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.

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来源期刊

Australasian Journal of Early Childhood EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

16.70%

发文量

期刊介绍： The Australasian Journal of Early Childhood (AJEC) is Australasia’s foremost scholarly journal and the world’s longest-running major journal within the early childhood education and care sector. Published quarterly, AJEC offers evidence-based articles that are designed to impart new information and encourage the critical exchange of ideas among early childhood practitioners, academics and students. AJEC is peer reviewed by leading early childhood education and care academics, against quality-assurance guidelines to ensure that all articles promote best practice and disseminate high-quality information in the early childhood education and care sector.