Question One
Today's educational environment for the preschool child has evolved radically. Propelled by the introduction and integration of information and communication technology in learning, the 3 to 5-year-old child in daycare facilities or preschool has more enhanced numeracy and social skills than their counterparts from older generations. In the contemporary learning context, the preschool learner is exposed to sophisticated technologies, such as Artificial Intelligence, Augmented Reality, and advanced robotics in intelligent toys ( Ihamäki & Heljakka, 2018) . The mentioned child learns colors, shapes, words, and vocabulary faster than their parents at similar ages that did not have access to technology infused in play toys. Educators, parents, and peers have a more effortless and seamless experience advancing the preschool child's cognitive, social, emotional, and physical aspects because of technology toys.
The technology industry is aware of a new market for its products and has started exploiting its clients by shifting production from adult hardware and software to child-friendly software-driven toys. Aspects, such as the wireless connection of a toy to a smartphone, tablet, or computer, are now exploited by tech companies extensively and sold as edutainment for children aged 3 to 5 years. Parents and teachers are spoilt for choice; the toys manufactured by technology companies are colorful, attractive, baby-friendly, and affordable. Today's intelligent toys have speech recognition features and voice-overs, which accord the baby computational skills ( Kara & Cagiltay, 2020) . Intelligent toys aim to develop the science, technology, engineering, and mathematics (STEM) skills in preschool children. Most technology toys are non-screen based and interact with the child at their level. However, some preschoolers are allowed access to tablets, smartphones, and computers, which have interactive software for advancing STEM education and positive psychosocial and physical development in children.
Delegate your assignment to our experts and they will do the rest.
Therefore, this "How to Guide" manifests the role of intelligent toys in developing STEM and psychosocial skills in preschool children using screen and non-screen technologies. The guide has three sections. The plan was explained using two non-screen technology toys and one screen-based software targeting preschoolers and anticipated learning outcomes. Finally, the guide highlights the role of the educators in facilitating STEM skills and positive psychosocial development in preschool children. Through extensive analysis of the guide, the reader acquires in-depth knowledge of how intelligent toys educate preschool children ages 3 to 5 years.
Question Two
Non-screen Technology Toys
Baby Panda is a non-screen intelligent toy whose target users are preschoolers. The toy has Artificial Intelligent (AI) features to train the child to utter words accurately and sharpen their listening skills. Baby Panda resembles a real-life panda with red eyes, black hands and legs, and a white belly. Additionally, Baby Panda has a button at the belly, which the child presses to emit sounds or music for educational purposes. When a preschool child presses Baby Panda’s belly, the toy’s eye flickers, and a sound is emitted, mentioning a word that might interest the baby ( Hu et al., 2016) . For instance, a three-year-old may press Baby Panda’s belly, and a symbol of fruit appears. Perhaps the toy wants to teach the child how to identify an apple, which will shape itself on the entire belly of the panda. Baby Panda will say, ‘Banana” when pressed, and then pause. If the child repeats the word correctly, Baby Panda’s eyes will flicker red, and short reward music will be played. Baby Panda teaches the child multiple educational aspects, such as numbers 1 to 10, letters A to Z, fruits, and colors.
Arthur is also a non-screen intelligent toy that resembles a friendly teddy bear. The toy has a soft, cuddly body and large brown eyes. Arthur is portable but must be used in a Wi-Fi-enabled environment to activate its features. When a parent connects Arthur to any Wi-Fi connection, the toy speaks and asks the child, “Good morning, let’s play.” Arthur then plays short cartoon-themed music and then tells the preschooler, “Let us say numbers.” Arthur then says “One” and waits for the child’s response. If the child repeats after the author accurately, the toy’s brown eyes light up, and Arthur says, “Well-done!” The child is cheered by the pre-programmed children’s voice, and Arthur proceeds to the next numeral. If the child cannot correctly identify a word, Arthur says,” pinch my ears for a hint.” Arthur teaches the child multiple age-appropriate aspects, such as the fruits, family members, colors, shapes, letters, and simple words.
Screen-based Softwares
Hungry Caterpillar Play is educational software that targets preschoolers. The software may be downloaded on Playstore, Apple Store, or Amazon app store and installed on tablets or smartphones. Hungry Caterpillar Play has large, colorful icons and pictures representing real-life animals, fruits, numerals, shapes, and colors. The app does not require any Wi-Fi connection and does not have ads that may irritate the child or undermine attention ( McStay & Rosner, 2021) . When a child unlocks a smartphone, they swipe to reach Hungry Caterpillar Play and then tap on the app once. The application plays short music and shows a playful animated lion saying, “Hello, my name is Angela. Let us play”. After thirty seconds, the app displays several sections, and if perhaps the child taps on “fruits,” Hungry Caterpillar Play will display a banana or any fruit readily available at home. Hungry Caterpillar Play then says aloud, “Banana,” and then prompts the child to color the picture. For instance, Hungry Caterpillar Play will say, “let us color the banana,” and then displays four colors on the side of the banana’s image. Every time a child taps a color and taps the fruit section to paint, Hungry Caterpillar Play says “red’ if the preschooler picked the mentioned color. The child may repeat the game, color the banana using different colors, or proceed to the next level. If a child colors all the parts of a banana, Hungry Caterpillar Play will play short reward music to entertain the preschooler.
Hungry Caterpillar Play app (Robinson, 2020)
Question Three
Baby Panda, Hungry Caterpillar Play, and Arthur develop STEM computational skills in preschool children using several strategies. The toys help the child recognize colors, numbers, shapes, or letters using repetitive techniques and reward songs. When prompted, the ability to internalize information quickly and reproduce it on paper or digital platforms is one of the most critical skills a child needs to sharpen their STEM skills ( Berriman & Mascheroni, 2018) . Baby Panda and Arthur enhance recognition skills in children by first mentioning a fruit, letter, color, or shape and then allowing the baby to internalize the information. The preschooler will then repeat what they heard loudly and then anticipate a reward in the form of song or applause from pre-programmed children‘s cheering voices. Baby Panda and Arthur encourage the child to be attentive and will often repeat information when prompted. For instance, if a child has not heard what Arthur says, it may press the teddy bear’s belly button several times, and repeat emitted information. After some time, the Baby Panda or Arthur user becomes skilled in recognizing letters, numbers, shapes, or colors at the first prompt. In the future, the child will have excellent STEM performances in class because their information internalization and recognition skills were developed at a tender age using intelligent toys ( Hassinger-Das & Hirsh-Pasek, 2019) . The child will compute data quickly when tested because, during their preschool growth stage, they learned to recognize and store information quickly.
Further, Hungry Caterpillar Play teaches the child to be a critical thinker. The application has mildly advanced sections that prompt the child to identify colors, rearrange sticks to form mentioned shapes or select ac correct letters in a jumble of other letters. For instance, after successfully coloring all fruits, Hungry Caterpillar Play will display the banana and say, ‘The banana is yellow”. The app will then delete the yellow banana and display colors red, blue, and yellow and white banana requiring coloring. Hungry Caterpillar Play will then prompt the child, “Color the banana yellow.” If the child completes the section at the first attempt, Hungry Caterpillar Play rewards them by displaying a reward center with toy pictures of balls, popcorn, or a flute and then says, “Congratulations! Please pick your reward”. The app develops the child’s critical thinking ability by repetitively prompting them to pick a reward after completing a simple task. In the future, the baby will have excellent decision-making and critical thinking skills, which are core requirements of STEM courses ( Charach et al., 2018) . Suppose the child is requested to compute a STEM question that requires critical thinking and quick decision making. They will produce excellent results because the mentioned skills were developed in them by intelligent toys at the preschool growth stage.
Question Five
Finally, Hungry Caterpillar Play, Baby Panda, and Arthur develop a child’s psychosocial skills. For instance, children learn to be patient by waiting for Arthur to repeat a word or Hungry Caterpillar Play to produce the next level. Perhaps a child does not identify the color yellow correctly in the examination level of Hungry Caterpillar Play mentioned above. The preschooler may pick the color orange, and then Hungry Caterpillar Play will say, “please try again.” At the second failed attempt, Hungry Caterpillar Play will say, “You can do it. Try again.” At the third failed attempt, Hungry Caterpillar Play will show an arrow pointing at the color yellow and then reward the child for picking it. In Baby Panda and Arthur, the child will learn patience by repeatedly pressing a button to re-hear a word because they want to say it correctly and receive a reward. Arthur, Hungry Caterpillar Play, and Baby Panda also develop a baby’s listening abilities, follow instructions quickly, and motor skills.
Furthermore, through frequent interaction with intelligent toys, the child learns to be competitive because only then can they receive a reward and ask for help when in trouble. The child exposed to Hungry Caterpillar Play, Arthur, or Baby Panda is also friendly and willing to help their peers, just as the toys help when they cannot repeat a word correctly. Finally, the child who plays with intelligent toys during their preschool years learns resilience ( Ekin, Cagiltay, & Karasu, 2018) . For instance, if Hungry Caterpillar Play prompts a child to rearrange sticks to form a rectangle, the user may fail at the first three attempts. Every time the child arranges the sticks wrongly, Hungry Caterpillar Play says, “You can do it. Please try again.” If the child tries three times, Hungry Caterpillar Play creates a rectangular outline on the screen and then points a stick. The app then says, “Place it here.” The child completes the level successfully and then is rewarded. In trying several times to complete a task and not giving up, the child learns to be resilient. In the future, the adolescent or adult exposed to intelligent preschool toys handles problems with resilience and does not quit easily. If a situation is beyond their capacity, the child will request help as Hungry Caterpillar Play did by outlining the shape in the test. Therefore, intelligent toys develop a child’s psychosocial aspects significantly, as explained.
Question Six
Preschoolers should not be allowed to use intelligent toys in isolation for extended periods. The child must have an educator, parent, or adult company who will help them manage disappointments or frustrations quickly. All preschoolers have short attention spans, and if a toy keeps saying, “Please try again,” for the child to proceed to a new level of interactive play, they will be annoyed and walk away. The adult’s role in the preschool’s environment is to foster the enhancement of STEM acquisition abilities and ensure the baby develops psychosocial aspects seamlessly. Therefore, every time an adult starts noticing the child playing with an intelligent toy exhibiting agitation, they should ask how they can help ( Bohnert & Gracia, 2020) . The facilitator may ask if the child has tried a different tactic, such as pressing a button to hear what Baby Panda or Arthur said again for them to answer a question correctly.
Additionally, the adult could press a button, listen to Arthur say “Apple,” and then say the word aloud. Preschoolers are visual-auditory learners, and the child may observe how the facilitator’s lips move. The preschooler may press Arthur’s belly button again and then attempt to say the word they observed the facilitator repeat. Alternatively, if a facilitator exposes a child to Hungry Caterpillar Play for the first time, they should help the user navigate through various sections of the app. Ideally, the adult educator or parent should help complete test levels provided by Hungry Caterpillar Play for the first few days to ease frustrations in the new user. However, the educator should not be smothering because the child needs to develop STEM skills and psychosocial abilities without excessive micromanagement. Moreover, the adult should supervise the levels of play a child is exposed to ( Martin-Ruiz, 2015) . For instance, screen-based toys can have challenging levels designed for exceptionally talented children. The adult must not allow a preschooler to be frustrated by tasks that are beyond their ability. Finally, the facilitator should try to play with the child using interactive intelligent toys frequently. In the end, the preschool child requires adult attention to develop their social and computational skills. Intelligent toys are a bridge to acquire mentioned skills and should not supplement the role of an adult in helping the child to develop essential skills ultimately.
References
Berriman, L., & Mascheroni, G. (2018). Exploring the affordances of smart toys and connected play in practice. New Media & Society , 21 (4), 797-814. https://doi.org/10.1177/1461444818807119
Bohnert, M., & Gracia, P. (2020). Emerging digital generations? Impacts of child digital use on mental and socioemotional well-being across two cohorts in Ireland, 2007–2018. Child Indicators Research , 14 (2), 629-659. https://doi.org/10.1007/s12187-020-09767-z
Charach, A., Bélanger, S. A., McLennan, J. D., & Nixon, M. K. (2018). Screen time and young children: Promoting health and development in a digital world. Paediatrics & Child Health , 23 (1), 83-83. https://doi.org/10.1093/pch/pxx197
Ekin, C. C., Cagiltay, K., & Karasu, N. (2018). Effectiveness of smart toy applications in teaching children with intellectual disability. Journal of Systems Architecture , 89 , 41-48. https://doi.org/10.1016/j.sysarc.2018.07.001
Hassinger-Das, B., & Hirsh-Pasek, K. (2019). Brain Training for Kids: Adding a Human Touch. Cerebrum , 1-12. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7075358/pdf/cer-01-19.pdf
Hu, J., Li, L., Li, X., Zhang, C., Liu, W., & Fu, Z. (2016). BabyTalk: Interactive Design of Intelligent Toys for Pre-school Children in China. Proceedings of the Fourth International Symposium on Chinese CHI - ChineseCHI2016 , 1-9. https://doi.org/10.1145/2948708.2948716
Ihamäki, P., & Heljakka, K. (2018). Smart Toys for Game-based and Toy-based Learning A Study of Toy Marketers', Preschool teachers' and Parents' Perspectives on Play. The Eleventh International Conference on Advances in Human-oriented and Personalized Mechanisms, Technologies, and Services , 48-57. https://www.researchgate.net/publication/329843945_Ihamaki_P_Heljakka_K_2018_Smart_Toys_for_Game-based_and_Toy-based_Learning_A_Study_of_Toy_Marketers'_Preschool_teachers'_and_Parents'_Perspectives_on_Play
Kara, N., & Cagiltay, K. (2020). Smart toys for preschool children: A design and development research. Electronic Commerce Research and Applications , 39 , 100909. https://doi.org/10.1016/j.elerap.2019.100909
Martin-Ruiz, M. L. (2015). Foundations of a smart toy development for the early detection of Motoric impairments at childhood. International Journal of Pediatric Research , 1 (2), 1-5. https://doi.org/10.23937/2469-5769/1510011
McStay, A., & Rosner, G. (2021). Emotional artificial intelligence in children’s toys and devices: Ethics, governance and practical remedies. Big Data & Society , 8 (1), 205395172199487. https://doi.org/10.1177/2053951721994877
Robinson, P. (2020, March 23). Educational apps That’ll keep kids busy for hours . Good Housekeeping. https://www.goodhousekeeping.com/electronics/g28212386/best-apps-for-kids/
