This book offers a fresh look at recent developments in policy, curricula and pedagogical discourse around children’s play with Internet of Toys (IoToys). By expanding the notion of digital and smart play perspectives in early childhood education, the authors critique and develop the broader subject area of IoToys play to better serve its end users.
The book brings together research from across three different countries: Australia, Norway and England. It offers tangible examples of how one can use IoToys to build children’s social skills, emotional intelligence, sense of achievement, collaboration and aspects of STEM and design play thinking processes. The learning stories of children’s IoToys play will deliver a comprehensive review of how practitioners and parents can come together to build communities of practice for (re)enhancing children’s learning and growth using evolving technology-based play and engage in paradigmatic debates. Readers as a result will better appreciate the growth in pragmatic applications of technologies together with theoretical perspectives.
The book will be a valuable resource for any academic or practitioner just beginning to understand the complexities and success stories of integrating IoToys for children’s playful learning.
This book offers a fresh look at recent developments in policy, curricula and pedagogical discourse around children’s play with Internet of Toys (IoToys). By expanding the notion of digital and smart play perspectives in early childhood education, the authors critique and develop the broader subject area of IoToys play.
1. Introduction: Setting the scene: "New" toys "new" learningscapes?
2.
Curricula landscapes for (re)culturing childrens learning in the 21st
century
3. Technological landscapes at home, but do they really play? A case
study from English homes
4. Is there a space for "A" and "R" in early
childhood STEM education? Building a case for AI robotic technologies
integration in Australia
5. The technological landscapes with IoToys in early
childhood education in Norway
6. IoToys and social-emotional literacies
7.
Childrens agency: Mentally linked and digitally connected, but are they
heard?
8. Conclusions: The changing playscapes of early childhood education
Sarika Kewalramani is a senior lecturer at Swinburne University of Technology, Department of Education, Australia. Sarika's research expertise resides in conceptualising kindergarten teachers' understanding of the nexus between inclusive STEM-based play and technology (IoToys/Robotics) integration practices in ways that promote "All" children's learning and development.
Ioanna Palaiologou is working in the School of Education (Psychology in Education) at University of Bristol, UK. Her research interests are in digital technologies (with an emphasis on haptic technologies) and implications for childrens cognitive, social and emotional development and play and participatory methods and ethics in research with young children.
Maria Dardanou is an associate professor of pedagogy in early childhood teacher education at UiT The Arctic University of Norway. Her research interests are in digital technology in the early years, with a special focus on the use of IoToys and touchscreen technology in relation to pedagogical perspectives.
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