dc.contributor.author | Neumann, Michelle M | |
dc.date.accessioned | 2019-11-27T05:07:27Z | |
dc.date.available | 2019-11-27T05:07:27Z | |
dc.date.issued | 2019 | |
dc.identifier.issn | 1082-3301 | |
dc.identifier.doi | 10.1007/s10643-019-00997-7 | |
dc.identifier.uri | http://hdl.handle.net/10072/389328 | |
dc.description.abstract | Due to recent advances in technology, social robots are emerging as educational tools with the potential to enhance early language and literacy skills in young children. Social robots are defined as machines that can socially interact and communicate intelligently with humans. A review of the literature was conducted to explore current knowledge on social robots and early language and literacy learning in typically developing children (0 to 8 years old). The database search terms were “social robots” AND (literacy OR language) AND “education”. Twelve databases were searched and 13 studies met the search criteria. Five key themes were identified: A theoretical framework for learning with social robots; Child engagement with social robots; Social robots and language and literacy activities; Social robots and language and literacy learning; and Characteristics of social robots for education. Few studies were found that specifically addressed social robots and early literacy learning. Although social robots were found to support early language learning, further research is needed to investigate social robots and early literacy learning in young children. | |
dc.description.peerreviewed | Yes | |
dc.description.sponsorship | University of South Australia ARC | |
dc.description.sponsorship | Bonny Babes Childcare Service | |
dc.description.sponsorship | Griffith University | |
dc.language | English | |
dc.language.iso | eng | |
dc.publisher | Springer Netherlands | |
dc.publisher.place | Netherlands | |
dc.relation.ispartofpagefrom | 1 | |
dc.relation.ispartofpageto | 14 | |
dc.relation.ispartofjournal | Early Childhood Education Journal | |
dc.relation.uri | http://purl.org/au-research/grants/ARC/DP210101226 | |
dc.relation.grantID | DP210101226 | |
dc.relation.funders | ARC | |
dc.subject.fieldofresearch | Education systems | |
dc.subject.fieldofresearchcode | 3903 | |
dc.subject.keywords | Social Sciences | |
dc.subject.keywords | Education & Educational Research | |
dc.subject.keywords | Social robots | |
dc.subject.keywords | Language | |
dc.subject.keywords | Literacy | |
dc.title | Social Robots and Young Children's Early Language and Literacy Learning | |
dc.type | Journal article | |
dc.type.description | C1 - Articles | |
dcterms.bibliographicCitation | Neumann, MM, Social Robots and Young Children's Early Language and Literacy Learning, Early Childhood Education Journal, 2019, pp. 1-14 | |
dc.date.updated | 2019-11-25T00:08:31Z | |
dc.description.version | Accepted Manuscript (AM) | |
gro.description.notepublic | This publication has been entered into Griffith Research Online as an Advanced Online Version | |
gro.rights.copyright | © 2019 Springer Netherlands. This is an electronic version of an article published in Early Childhood Education Journal, pp 1–14, 2019. Early Childhood Education Journal is available online at: http://link.springer.com// with the open URL of your article. | |
gro.hasfulltext | Full Text | |
gro.griffith.author | Neumann, Michelle M. | |