Smart design of intelligent companion toys for preschool children

2020 ◽  
pp. 1-14
Author(s):  
Xin Wang ◽  
Nian Yin ◽  
Zhinan Zhang
Keyword(s):  
Artificial Intelligence ◽  
Early Childhood ◽  
Preschool Children ◽  
Essential Role ◽  
Childhood Education ◽  
Child Centered ◽  
Toy Design ◽  
Complete Framework ◽  
New Framework

Abstract Early childhood education has long-lasting influences on people, and an appropriate companion toy can play an essential role in children's brain development. This paper establishes a complete framework to guide the design of intelligent companion toys for preschool children from 2 to 6 years old, which is child-centered and environment-oriented. The design process is divided into three steps: requirement confirmation, the smart design before the sale, and the iterative update after the sale. This framework considers the characteristics of children and highlights the integration of human and artificial intelligence in design. A case study is provided to prove the superiority of the new framework. In addition to enriching the research on intelligent toy design, this paper also guides for practitioners to design smart toys and helps in children's cognitive development.

scholarly journals Systems Thinking Skills of Preschool Children in Early Childhood Education Contexts from Turkey and Germany

2019 ◽  
Vol 11 (5) ◽  
pp. 1478 ◽  
Author(s):  
Şebnem Feriver ◽  
Refika Olgan ◽  
Gaye Teksöz ◽  
Matthias Barth
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Early Childhood Education ◽  
Systems Thinking ◽  
Case Study Research ◽  
Thinking Skills ◽  
Unintended Consequences ◽  
Childhood Education

This study presents an attempt to contribute to the field of Education for Sustainable Development (ESD) by conceptualizing systems thinking skills of four- to six-year-old preschool children with the role of age in this particular skill. For this purpose, we developed and tested a method and instruments to assess and conceptualize systems thinking skills of 52 preschool children in early childhood education contexts from Turkey and Germany. By employing qualitative case study research, we concluded that the young children showed some signs of complex understanding regarding systems thinking in terms of detecting obvious gradual changes and two-step domino and/or multiple one-way causalities, as well as describing behavior of a balancing loop. However, their capacity was found to be limited when it comes to detecting a reinforcing loop, understanding system mechanisms by acknowledging the unintended consequences, detecting hidden components and processes, demonstrating multi-dimensional perspective, solving problems through high-leverage interventions, and predicting the future behavior of the system. Age had a notable effect on the total systems thinking mean scores of the participants.

Interactive acculturation of Turkish-Belgian parents and children in Flanders: A case study of Beringen

2019 ◽  
Vol 16 (3) ◽  
pp. 417-428
Author(s):  
Özgün Ünver ◽  
Ides Nicaise
Keyword(s):  
Early Childhood ◽  
Maternal Employment ◽  
Domain Specificity ◽  
Specific Context ◽  
Childhood Education ◽  
Parents And Children ◽  
Education And Care ◽  
The Relationship ◽  
The Town

This article tackles the relationship between Turkish-Belgian families with the Flemish society, within the specific context of their experiences with early childhood education and care (ECEC) system in Flanders. Our findings are based on a focus group with mothers in the town of Beringen. The intercultural dimension of the relationships between these families and ECEC services is discussed using the Interactive Acculturation Model (IAM). The acculturation patterns are discussed under three main headlines: language acquisition, social interaction and maternal employment. Within the context of IAM, our findings point to some degree of separationism of Turkish-Belgian families, while they perceive the Flemish majority to have an assimilationist attitude. This combination suggests a conflictual type of interaction. However, both parties also display some traits of integrationism, which points to the domain-specificity of interactive acculturation.

KAJIAN PENYELENGGARAAN PAUD DI KOTA BANJARMASIN DITINJAU DARI ASPEK PERENCANAAN

2018 ◽  
Vol 2 (2) ◽  
pp. 159
Author(s):  
Lisna Sulinar Sari
Keyword(s):  
Early Childhood ◽  
Data Analysis ◽  
Early Childhood Education ◽  
Educational Needs ◽  
Needs Analysis ◽  
Case Study Approach ◽  
Childhood Education ◽  
Study Approach ◽  
Early Childhood Institutions

Abstrak: Permasalahan dalam penelitian ini yaitu dari jumlah lembaga PAUD yang ada diKota Banjarmasin belum semuanya memiliki perencanaan khususnya pada analisispeningkatan legalitas kelembagaan PAUD dan analisis kebutuhan pendidikan untuk anak usiadini (AUD). Penelitian ini menggunakan pendekatan studi kasus dengan analisis data deskrtifkuantitatif dan kualitataif. Hasil studi menunjukkan bahwa: i) Disdik Kota Banjarmasin danLembaga PAUD sampel tidak melakukan perencanaan yang baik untuk pendataan analisiskebutuhan pendidikan AUD; ii) Belum semua lembaga PAUD sampel memiliki izinoperasional dikarenakan adanya persyaratan yang belum dapat dipenuhi karena memerlukanbiaya yang cukup besar seperti, pembuatan akta notaris; iii) Belum semua lembaga PAUDmemiliki sarpras sesuai dengan pedoman sarana dan prasarana dari pusat; iv) untuk membantuketersediaan sarpras, Disdik Kota Banjarmasin sudah mengalokasikan dana APBD II berupabantuan RKB, rehab kelas rusak ringan dan berat, serta bantuan APE Dalam dan Luar berupabarang. Abstract: The problem in this study is from the number of early childhood institutions in thecity of Banjarmasin not all have plans in particular to the analysis of institutional legalityincrease early childhood education and educational needs analysis for early childhood (AUD).This study uses a case study approach to data analysis of quantitative and qualitative deskrtif.The study shows that: i) Disdik Banjarmasin and Institutions ECD sample is not doing betterplanning for data analysis AUD educational needs; ii) Not all the samples of early childhoodinstitutions have an operating permit because of the requirements can not be met because itrequires significant costs such as notary deed; iii) Not all early childhood institutions haveinfrastructure accordance with the guidelines of the central infrastructure; iv) to assist theavailability infrastructure, Disdik Banjarmasin already allocated budget II in the form ofclassroom assistance, rehabilitation of damaged light and heavy classes, as well as the In andOut APE assistance in the form of goods.

scholarly journals Immigrant Parents’ Perspectives on Early Childhood Education and Care Practices in the Finnish Multicultural Context

2016 ◽  
Vol 18 (3) ◽  
pp. 75 ◽  
Author(s):  
Anna-Leena Lastikka ◽  
Lasse Lipponen
Keyword(s):  
Early Childhood ◽  
Linguistic Diversity ◽  
Qualitative Content Analysis ◽  
Immigrant Families ◽  
Small Scale ◽  
Immigrant Parents ◽  
Childhood Education ◽  
Cooperative Partnership ◽  
Education And Care

Although the number of immigrant families is increasing in Finland, the research on their perspectives on early childhood and care (ECEC) services is scarce. The objective of this small-scale case study was to increase the understanding of immigrant families’ perspectives on ECEC practices. Through the qualitative content analysis of interview-based data, four themes emerged as particularly important for working with immigrant families: (a) fostering dialogue and mutual understanding; (b) promoting cultural and linguistic diversity; (c) encouraging cooperative partnership; and (d) providing support and individualized attention. This study contributes to the development of more inclusive and supportive ECEC practices in order to better support families with immigrant backgrounds.

scholarly journals PROVIDING EARLY CHILDHOOD EDUCATION WITH PROGRAMS: UKRAINIAN AND EUROPEAN EXPERIENCE

2021 ◽  
Vol 33 (2) ◽  
pp. 221-235
Author(s):  
Olena Litichenko ◽  
Olena Kovalenko
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Early Childhood Education ◽  
Preschool Education ◽  
State Standards ◽  
Individual Development ◽  
Normative Documents ◽  
Childhood Education ◽  
European Experience ◽  
The Individual

The article presents the results of theoretical study of normative documents of early childhood education of Ukraine and European Union countries; the opinion of authoritative scientists on the issue of providing early childhood education of Ukraine is examined. Attention is focused on the fact that the qualitative development of preschool children depends on the ability of teachers to ensure the individual development of each child, so the issue of creating a quality education program is especially relevant. Based on the analysis of discussion issues related to the providing early childhood educational institutions with programs, an empirical study of the awareness of preschool teachers and practitioners with the variety of educational programs for preschool institutions in Ukraine, their right to choose and create their own. Experience of Bulgaria, Lithuania, Great Britain, Switzerland is considered. The results of the analysis of state standards and programs for preschool education shows that there are common views on the education of preschool children in the European education. Іn this article, the authors prove the importance and necessity opportunity for teachers to create their own programs for the development of preschool children.

scholarly journals (Re)considering Squirrel––From Object of Rescue to Multispecies Kin

2018 ◽  
Vol 43 (1) ◽  
pp. 60-67
Author(s):  
Angela Molloy Murphy
Keyword(s):  
Early Childhood ◽  
Pacific Northwest ◽  
Classroom Community ◽  
Early Childhood Classroom ◽  
Childhood Education ◽  
Nature And Culture ◽  
The Pacific ◽  
Child Centered ◽  
Northwest Region

This is a story situated in the Pacific Northwest region of North America, where encounters with a non-native “rescue” squirrel present disequilibrium for an educator and surprises for an early childhood classroom community. Thinking with Haraway, Latour, and common world frameworks challenges the educator’s “back to nature” narrative and generates opportunities to engage with different perspectives about the intersection of nature and culture, human and nonhuman kin, and the limiting quality of anthropocentric, child-centered pedagogies in early childhood education.

scholarly journals What Keeps Early Childhood Teachers Working in Long Day Care?

2018 ◽  
Vol 43 (2) ◽  
pp. 32-42 ◽  
Author(s):  
Sharon McKinlay ◽  
Susan Irvine ◽  
Ann Farrell
Keyword(s):  
Early Childhood ◽  
Day Care ◽  
Early Childhood Teachers ◽  
Case Study Research ◽  
Reform Agenda ◽  
Childhood Education ◽  
Long Day ◽  
Education And Care ◽  
Constructivist Approaches

RETAINING EARLY CHILDHOOD TEACHERS in long day care (LDC) is a pressing challenge for Australia's reform agenda in early childhood education and care (ECEC). Case study research with five early childhood teachers in LDC revealed individual and contextual factors that enabled and challenged the teachers to stay in LDC. Drawing on social constructivist approaches, the research contributes empirically based insights that support the recruitment and retention of early childhood teachers in LDC.

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