A Literature Review of Educational Robotics and Early Childhood Education

Abstract

Educational robotics is an emerging field with school aged children; however, it is relatively new to the field of early childhood education and care. This means that the use of educational robotics to help support and develop learning with young children has not been researched extensively. As such, teachers may push back on the use of educational robotics in the classroom or may not have the skills to support the learning of young children. There is a growing need to understand current research around educational robotics and early childhood education, especially in prior to school settings (children aged birth to five years). Across the literature however, little attention has been given to acknowledging the use of educational robotics in early childhood education, especially given the difference of the early childhood education context compared to formal schooling. This article draws together the brief research literature that is available to provide an international snapshot of current trends for educational robotics in early childhood education and care settings by answering the question—what are the current trends in research for educational robotics and early childhood education and care. The findings from the review have the potential to provide a reflection of educational robotics while also prompting ways forward for the development of computational thinking with young children. Key messages are given for working with the very youngest of children to ensure that they are also supported when we talk about educational robotics.