Early Childhood Education Experts Research Articles

Understanding Earth and Space Science Concepts for Children: A Learning Media “Galaxy Gift” Development

Earth and space science can be learned early with interesting learning methods and media. However, some early childhood institutions must provide attractive and interactive media for learning science. This research aims to develop learning media for children to understand the concepts of earth and space science. This research uses a Research and Development (R&D) approach with tool development & use type of Richey & Klein model consisting of 4 steps: analysis, design, development, and evaluation. The results of the validation of media, language, and early childhood education experts indicate that the learning media named 'galaxy gift' is feasible to develop and become interactive media to increase children's understanding of earth and space science. Field trials show that this media help children to understand about earth and space science concepts and motivate children to learn science. Therefore, this media is very effective as a science learning media for children. For the effectiveness of improving other science concepts in early childhood, further research can be conducted.

Teachers’ Strategies in Supporting School Readiness and Transition to Primary School after Pandemic Era

According to some early childhood education experts, a child is ready for school if they have the specific information and abilities they need to do so. They define readiness in this sense as a state that must be achieved before studying at school. Previous research has linked sustained academic performance across life to preparation for school. In this study, the researchers examined the strategies used by kindergarten teachers to support children's school readiness and transition to elementary school after the pandemic. Specifically, this research aims to find out the learning strategies implemented by kindergarten teachers when children return to school. Focus Group Discussions (FGD) for nineteen kindergarten teachers were used by researchers to collect narrative data, which was then studied using thematic analysis. Based on the results of qualitative data, researchers obtained information about various strategies implemented by teachers and the challenges they faced when accompanying children to learn. It is expected that the results of this research will provide enlightenment for early childhood teachers in general about the various strategies that need to be implemented to motivate children to learn so that they are ready for school and have a successful transition to elementary school. Keywords: early childhood, kindergarten teachers‘ strategy, school readiness, transition to elementary school

초등학교 운동장 개선 사례를 통해 본 유아교육기관 바깥놀이터 개선방안 탐색

Purpose: To examine the characteristics of elementary school playground improvement cases and to explore ways to improve outdoor playgrounds of early childhood institutions. Method: The characteristics improvement cases were identified and the improvement plan for the outdoor playground of early childhood institutions was derived. Results: The playground with water and grass, with hills and tunnels, with a small forest, and built by the Ministry of Education, the Metropolitan Office of Education, students, teachers, parents, and experts. Based on this, the outdoor playground should be able to contain eco-friendly life and various plays, second, a space that can provide ecological education and rest, third, created by the educational entities together. Conclusion: Practical support policies from the municipal education offices are needed, and it should be improved by actively reflecting the needs of infants, teachers, and early childhood education experts.

유아교사를 위한 ‘비평’의 개념에 기초한 유아놀이관찰 모형 개발

Objectives The purposes of this study were to develop an observation model for children’s play based on ‘criticism’ for early childhood teachers.
 Methods After analyzing the literature and previous studies related to criticism, play observation, and observation model development, the purpose and theoretical basis for the drafting of the model were prepared, and using the concept map method for 30 early childhood teachers, the constructive concept of the model draft was derived. The model draft constructed in this way was verified for content validity by 10 early childhood education experts and 10 early childhood teachers. The model draft was applied to 12 early childhood teachers on-site about 10 times from June to July 2021, and the final model was finalized after correcting and supplementing the contents.
 Results This model regards the observation of children's play based on ‘criticism’ as a formal process of reading the artistry and interpreting the meaning in play, and that the early childhood teachers who practice it should have the opportunity to self-examine, correct, and strengthen themselves. The purpose of the model was to foster early childhood teachers' sense of play, improve their critical writing skills, and form an eye for self-reflection on play observation. The operating procedures and contents are ‘becoming an observation tool’ including checking thoughts and perceptions as an observation tool, checking writing, ‘connoisseurship’ including detecting play and recording play, and interpreting together with interpreting play. It consists of ‘critique’ that includes, and ‘reflection’ that includes evaluating and formulating. As for the points to consider when using the model, it was proposed to use it flexibly according to the teacher's context, focus on the stage of criticism and reflection rather than discernment, and use it to enhance the professionalism of teachers at the level of early childhood education institutions.
 Conclusions The model developed in this study is significant in that it can lead to a change from observation centered on recording activities to observation centered on semantic interpretation. In addition, it can be used to prepare a practical method for observing children's play utilizing the context of the early childhood classroom.

만 5세 유아 어머니들이 인식하는 유아 수학교육 의미와 요구

Objectives The purpose of this study was to find out the current status and difficulties of mathematics education guidance for mothers aged 5 years old, and to explore the meaning of mathematics education and mothers' needs for mathematics education. Methods To this end, 10 mothers of 5-year-old infants living in Seoul were selected as study participants. Data collection was conducted through in-depth personal interviews. In-depth interviews were conducted over a total of two sessions. For data analysis, the interview contents were repeatedly read, coded for each topic, and triangular verification was conducted by two early childhood education experts. Results Mothers of 5-year-olds recognized the purpose of early childhood mathematics education as preparation for elementary school. As a method of math education, it was found that play-type math education using play, math fairy tales, and games in daily life, and math education that relies on private education such as visiting study materials and math institutes. In the process of doing homework for the study paper, mothers wanted to form learning attitudes and habits, but some infants experienced stress. And mothers feel confused about math, thinking, and storytelling math. It was recognized that literacy should be the basis for mathematics education. When providing math education, mothers were found to be based on math subjects in the first grade of elementary school and to have a prior study of about a year. For desirable math education, mothers required specific guidance on the level and content of early childhood math education, information on math education in kindergartens, and cooperation between infants, parents, and teachers for math education. Conclusions This study is meaningful in that it suggested the direction for early childhood mathematics education by grasping the meaning, practice, and difficulties of education recognized by mothers.

Understanding Teachers’, School Principals, and Early Childhood Education Experts’ Perception of O-Class Program for Children’s School Readiness: A Qualitative Study

Only one in five children in the low-income country have access to pre-primary schooling. The greatest benefits would come from early childhood education programs for those who are least likely to participate in them (UNICEF, 2018). This study aimed to explore teachers’, school principals, and early childhood education experts’ perceptions of O-class programs for children’s school readiness. A phenomenological research design under a qualitative approach was used. Participants included 16 O-class principals (6 male and 10), 10 teachers (2 male and 8 female), and 5 ECE experts (all male). The researchers measured teachers’ perceptions towards culturally responsive and locally available resources in the O-class through interviews and school principals and ECE experts perceived the success and challenges of the O-class program for children’s school readiness through focus group discussions. From the analysis, eight themes emerged. Our data demonstrate that the O-class program increases parental and child attendance, benefiting children’s school readiness. This implies that children from disadvantaged backgrounds, who are still less likely to have taken part in the O-class program, do not have the same opportunity to advance in the first few years of elementary school. Overall, children’s school readiness is impacted by resource limitations, background differences, and learning difficulties. Finally, based on the main findings, conclusion, areas for additional study, and implications for policy and practice were suggested.

건강신념모델(HBM)을 적용한 유아교육기관의 구강건강교육 프로그램 개발 연구

Objectives In this study, the purpose of developing oral education programs for early childhood educational institutions applying the health belief model was to lay the foundation for continuous and systematic oral health education in early childhood education institutions.
 Methods Through the literature review stage, the necessity of oral education program development research and research plan are established, and the needs of early childhood teachers, principals, parents, and dental hygiene experts are surveyed, analyzed and reflected to provide continuous oral education in early childhood education institutions. The health belief model (HBM) was applied to the possible oral education objectives, educational goals, educational contents, and teaching and learning methods. The suitability was verified by early childhood education experts and dental hygiene experts, and qualitative and quantitative evaluation methods for teachers and infants were constructed in the evaluation method.
 Results This program consists of 17 sessions, by modifying and supplementing the health belief model appropriately for oral education, to have sensitivity to one's own oral health, to recognize the seriousness of the cause of dental caries, and to recognize the benefits arising from good oral health habits. The program consisted of procedures of recovering oral health obstacles, and acquiring a sense of self-efficacy.
 Conclusions Through this study, children in early childhood education institutions check their oral conditions and based on this, they can expand and change their awareness of healthy oral care to practice and maintain behaviors for healthy oral hygiene. The significance of this study can be found in that it has prepared a sustainable oral education program that allows.

Efektivitas Penggunaan Media Pembelajaran Di Sekolah TK Negeri Pembina Tilamuta Kabupaten Boalemo

The purpose of this study was to determine the effectiveness of the use of learning media in Pembina Tilamuta Public Kindergarten school which is the First Public Kindergarten school at the district level and has always been an example for Kindergarten/KB schools in Boalemo Regency. This research is a qualitative research with descriptive qualitative methods using interview data collection techniques, documentation and triangulation. The subjects of this study consisted of six informants consisting of school principals, educators at Pembina Tilamuta Public Kindergarten, and Early Childhood Education Experts. The results of this study indicate that the use of learning media in Pembina Tilamuta Public Kindergarten is not effective in stimulating various aspects of development in children. This can be seen from the results of interviews which show that teachers are less creative in creating interesting learning media for children. The principal considers the teacher's motivation to be creative is very important in the success of the learning process. Minimal motivation to be creative makes the learning process in class monotonous and uninteresting.
 Keywords: effectiveness; learning media; teacher motivation; creation

알파(Alpha) 세대 유아의 특징에 대한 조사연구

Objectives This study aimed to explore the characteristics of the alpha generation through the perception of kindergarten teachers.
 Methods The questionnaire was developed to explore the characteristics of child in alpha generation through prior research analysis on alpha generation and preliminary FGI interviews with early childhood education experts, and survey was conducted on 216 kindergarten teachers in private kindergartens in Gyeonggi-do.
 Results As a result of analysis, consistent response results to the ‘self-centered attitude’ of the alpha generation were found in individual characteristics, and high parental dependence and negative characteristics in friendship were confirmed in relationship characteristics. In terms of learning characteristics, low concentration, high IT utilization ability, and preference were found. In addition, the higher the position or more experience, and teachers who are not homeroom teachers or have children showed relatively more negative perception of the alpha generation.
 Conclusions This study is significant in that it is the first study to explore the characteristics of the alpha generation in the context of early childhood education in Korea, and it is expected to be used as basic research to find an implication on the educational policy reflecting the characteristics of the alpha generation in the future.

Computational Thinking Evaluation Tool Development for Early Childhood Software Education

The early childhood software education is being actively conducted, but research on evaluation of computational thinking is in its infancy. The purpose of early childhood software education is to cultivate the computational thinking through activities centered on solving problems in everyday life. Evaluation in software education is very important in that it not only measures computational thinking simply but also improves computational thinking through evaluation. As such, guidelines for evaluating computational thinking that can be used in early childhood software education are needed, but they are very lacking. Therefore, in this study, the researcher developed an evaluation tool that can meet the ultimate purpose of software education, cultivating computational thinking. The developed evaluation tools are a software education effectiveness test tool and a computational thinking test tool. They were developed to the level of development and interaction of the early childhood. The developed evaluation tool has been validated by software experts, early childhood education experts, and early childhood teachers. As a result of the second step validity verification, all content validity was confirmed. Through this, it was confirmed that the evaluation tool developed in this study can be used as a tool for evaluating computational thinking. This study provides implications for evaluation of computational thinking for early childhood software education. In addition, it is meaningful that it has been suggested to be effectively used for proper evaluation in early childhood software education.

Fuzzy Delphi Method: The Development of Integrated Play-Based Learning Activity Model to Improve Emotion and Creative Imagination of Preschool Children

This article aims to propose an integrated play-based learning activity model for preschool children. This learning activity model was developed based on the results of case studies conducted through document analysis, interviews and Fuzzy Delphi Method (FDM) on a group of 25 early childhood education experts in order to identify suitable learning through play activities. Meta-analysis was conducted to gather and list down emotion and imaginative (emoginative) game activities garnered from previous studies’ findings. The interview method, involved 3 respondents – 2 senior preschool teachers, and 1 early childhood education lecturer. The emoginative activities identified from previous meta-analysis method were presented to them and their consent were recorded. The findings from the meta-analysis method highlighted 20 suitable learning through play activity items based on emotion and imagination. The result of the interview shows that the respondents are all in agreement and further suggested the 18 activities to be conducted during teaching and learning process. Meanwhile, the results from FDM highlighted the experts’ Agreement Value to be at a rather high range, which is 37.2 to 43.4. The study findings also suggest that learning through play must undergo 3 phases, namely Expose, Expedition and Excite. Such a teaching strategy is meant to improve children’s involvement as intrinsic motivation. At the same time, the children’s imagination and creativity can be formed more strategically, while simultaneously developing skills required to face the 21st-century challenges.

THE ROLE OF SCHOOL AND TEACHING METHOD THROUGH MARIA MONTESSORI AND JOHANN HEINRICH PESTALOZZI`S VIEW

The development of each child must be observed. The education and teaching methods need to be adjusted to the child’s development. Montessori and Pestalozzi are early childhood education experts who opened-up the eyes to a new way of teaching method in the golden age stages in children. This study examined Montessori’s and Pestalozzi`s concepts on early childhood education. Pestalozzi believed empowering individual skills can improve the society, capable of knowing what is right and what is wrong and of acting according to this knowledge. On the other hand, Montessori believed that children have power to learn naturally and challenge themselves to do something big and to live independently. This research used library approach. The results showed that both experts agreed on (1) the cognitive, affective, and psycho-motoric aspects of a child needs to be stimulate, (2) learning environment should be structured in a so the children can learn naturally, and (3) teachers are required to become observers. These patterns of education put children as the subject of teaching method. Both methods are applicable and expected to be able to maximize in shaping the children`s character at their golden ages.

PENGEMBANGAN MODUL PELAKSANAAN KURIKULUM 2013 UNTUK MENINGKATKAN PROFESIONAL GURU ANAK USIA DINI

This research uses a research and development approach. The study aimed to develop early childhood teacher modules in developing learning devices following the conditions of the local area. Data collection techniques using questionnaires and Focus Group Discussion. Data analysis techniques using descriptive analysis and t-test. The research samples were early childhood teachers in Ternate city and early childhood education experts. The 2013 Early Childhood Education curriculum provides an opportunity for schools to develop learning models following the local context. Child learning starts from around the house and school so it is not uprooted from its cultural roots. In this curriculum, teachers are required to be able to develop their learning tools that are appropriate but on the other hand, there is a lack of books or modules that can be a guide in developing these learning devices. Based on this, the teacher module was developed as a practical guide in developing learning devices. Based on the results of the study, data from early childhood teacher modules was effectively used to improve the ability of teachers to develop learning devices. It is recommended that early childhood teachers in the urban area of Ternate be able to use this module to develop learning.

Expert Judgment of Learning Achievements Evaluation Instrument for Children Age 4-5 Years Old

This article discusses the results of expert judgment on the process of developing an evaluation instrument for the development of children aged 4-5 years based on the 2013 Early Childhood Education (PAUD) curriculum. The development of the instrument uses the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), but this research was carried out at the development stage. One of the development processes in this case is content validation through expert judgment. The expert judgment procedure is carried out by early childhood education experts. After the results of expert judgment are obtained, the researcher examines the indicator items that have been developed for improvement. The content validation was carried out on 186 items of child development achievement indicators that contained 6 aspects of the development of children aged 4-5 years and 46 basic competencies that were tied to 4 core competencies. As a result, as many as 186 of the indicator items received a score of 491 from a maximum score of 744 and a number of recommendations for improvement from experts. This means that the instrument is feasible to be continued at the implementation stage, namely the testing of the instrument, after minor repairs are made according to notes from the expert.

A Study on the Development of a Usefulness Scale for Early Childhood

본 연구는 유아의 유용성 신장을 위해 디자인 교육과정에서 유용성의 구성요소를 파악하고 이를 기초로 유아의 유용성 척도를 개발하여 척도의 타당성을 알아보고자 하였다. 이를 위하여 2개의 척도영역과 30개 문항을 선정하고, 경북 경남 유치원 교사, 어린이집 교사 250명을 대상으로 설문을 실시하여 211부로 척도의 양호도를 분석하였다. 그 결과, 첫째, 문항 양호도에서는 평균(M>4.5, M<0.5)이 지나치게 작은 표준편차(SD<.50)를 보이는 문항은 없는 것으로 나타났으며, 문항 변별도에서는 모든 문항이 상 하위 집단 간 유아 유용성 수준에 통계적으로 유의미한 차이가 있는 것으로 나타났다(p<.001). 둘째, 척도 양호도를 알아보기 위한 탐색적 요인분석에서는 이론적 하위개념 척도인 ‘실용적 표현능력’, ‘개인적 배려’ 및 ‘집단적 배려’와 상응하였으며, 선택된 문항은 총 분산에 대한 60%이상의 충분한 설명력을 보여 구인타당도가 매우 적절하게 나타났다. 확인적 요인 분석을 통해 모형 신뢰도와 적합성을 검증한 결과에서는 모형 적합성 TLI 및 CFI 지수 모두 .90 이상으로 나타났으며, RMSEA는 90% 신뢰구간 상한 <.10 으로 높은 것으로 나타났다. 또한, 유아 유용성 척도 모형의 전체 신뢰도는 Cronbach α계수 .92로 높은 신뢰도를 보였으며, 각 구성요인들의 신뢰도 역시 Cronbach α계수 모두 .86 이상으로 나타나 높은 신뢰도를 가진 것을 확인되었다. 따라서 본 연구의 유아 유용성 척도는 유아의 유용성을 종합적으로 평가하기에 양호한 척도로 나타났다.The purpose of this study is to develop usefulness scale early childhood in the design education process. To achieve this, previous studies and literature related to usefulness were analyzed, and preliminary questions about usefulness were selected. After the questions were reviewed and revised by early childhood education experts, two scale areas and 30 questions were selected. To determine fitness of usefulness and adequacy of scale fitness in the 30 questions, a questionnaire survey was conducted with 250 teachers working at kindergartens and day-care centers in Gyeongsangbuk-do and Gyeongsangnam-do. Rejecting responses with insincere answers, 211 questionnaires were analyzed. As a result, question reliability and adequacy which are used to determine question fitness, had a mean of(M>4.5 and, M<0.5), but there were no questions with a standard deviation that was too small (SD<.50). In terms of the discrimination of questions, all questions had statistically significant differences in the level of child usefulness between highand low-ranked groups (p<.001). Secondly, according to the exploratory factor analysis on scale fitness, three factors in the questions for assessing usefulness were equal to the theoretical lower-concept scale: “practical expression ability”, “personal consideration”, and “collective consideration”. The selected questions had enough explanatory power (more than 60% for variance) so that construct validity was very appropriate. According to the confirmatory factor analysis on model reliability and goodness of fit, the Tucker-Lewis index(TLI) and comparative fit index (CFI) were more than .90 and the upper limit of the root mean square error of approximation (RMSEA) was <.10 at the 90% confidence interval. Therefore, the scale is expected to be used for early childhood more consistently importantly in the future.

PENGEMBANGAN MEDIA PERMAINAN MONAYA UNTUK MENINGKATKAN PEMAHAMAN MULTIKULTURAL ANAK USIA 7-8 TAHUN

The purpose of this study is to improve the multicultural understanding of children aged 7-8 years through the MONAYA game media. MONAYA's game media is a game of Cultural Monopoly which has content of cultural or multicultural diversity and has printed on large banners and makes children as pawns using dice and supporting cards of large size so as to attract children's interest in teaching and learning activities and become wrong an alternative learning media. This study uses ADDIE (Analyze, Design, Develop, Implement, Evaluate) methods and has been tested through one-on-one trials), small group trials and field group trials and has been validated by early childhood education experts, media experts and multicultural experts. There is an increase in the results of very high child pre-test and post-test and enthusiastic activities which indicate that the MONAYA game media is suitable to be used to increase multicultural understanding of children aged 7-8 years

THE INTEGRATION OF SENTRA-BASED LEARNING AND INVOLVEMENT OF FAMILY PROGRAM AT EARLY CHILDHOOD IN DEVELOPING CHARACTER BUILDING (MULTI CASE AT PAUD MAWADDAH AND PAUD ALAM BERBASIS KARAKTER SAYANG IBU BANJARMASIN, INDONESIA)

This study aims to describe and analyze in depth the center learning model, family involvement program and parental involvement in schools in the development of early childhood character. The research approach used is qualitative with the type of multi-case study research. The research instrument is the researcher himself. Data collection uses in-depth interview techniques, participatory observation and documentation. Data analysis techniques used in this study are the Miles and Huberman models namely data collection, data reduction, data presentation and conclusion drawing. Data validity testing was used to extend participation, persistence of observation and triangulation. The results of this study are the implementation of learning centers in the development of early childhood characters carried out through four quality playing scaffolding, namely the playing environment, footing before playing, footing when playing and footing after playing. Family involvement programs in schools are carried out through activities such as inspirational classes (parents as resource persons), formation of school committees, family days, parent clubs, involving parents in learning activities, tour work with parents, mother and mother club classes, consultation days parents, invite speakers from early childhood education experts and carry out parenting activities. Parental involvement in schools in the development of early childhood characters is through building positive communication on a regular basis between teachers, other schools and establishing relationships with other parents to exchange information. Get involved in parenting programs, school commitess, teacher meetings with parents, support child developmen by participating in activities at sentra learning, tourism work, peak themes, religious holidays and national holidays. Article visualizations:

Concept-mapping approach to identify the early childhood education experts perception of ‘Good Instruction’

본 연구는 유아교육 전반에 주요한 영향을 미치는 유아교육 전문가인 예비교사 양성기관의 대학 교수, 유아교육 행정담당 장학사, 유아교육 현장의 기관장으로서의 원장, 수업실천가로서의 교사가 그들의 관점에서`유치원에서의 좋은 수업`에 대한 인식구조를 탐색하는데 목적을 두었다. 이를 위해 본 연구에서는 개념도 연구 방법을 활용하여 연구하였다. 교수, 장학사, 원장, 교사를 대상으로 최초 아이디어 진술문 476개를 수집하여 아이디어 진술문을 유목화 하고 내용을 종합 편집하여 적절성 검토를 통해 최종 진술문 47개를 추출하였다. 최종진술문 47개는 네집단 각 10명씩 선정하여 유사 분류하여 유사성에 근거한 다차원 척도법(MDS: multi dimensional scaling)과 군집분석(hierarchical cluster analysis)을 실시하였다. 그 결과 유아교육에서의 좋은 수업에 대한 개념도는 교수집단에서만 유의미하게 추출되었다. 유아교육과 교수의 개념도 분석 결과 1차원(X축)은 유아중심(정방향), 절차중심(부방향)이었으며 2차원(Y축)은 구성주의적 관점(정방향)과 성숙주의적 관점(부방향)으로 나타났다. 교수집단에서의 수업에 대한 개념은 유아중심 구성주의, 유아 중심 성숙주의, 수업절차중심의 3 군집으로 분류되었다.

The needs and difficulties in socializing the young in contemporary China: Early childhood education experts’ perspectives

This study was the first of its kind in China to examine early childhood education experts’ perspectives on the urgent educational needs of preschool-aged children. Twenty-one nationally and regionally recognized experts, including university professors, practitioners and government officials, participated in interviews. They offered critical evaluations of early educational needs, pointing out the difficulties in socializing young children in the context of dramatic socioeconomic changes, the country’s single-child policy, labor migration in urbanization, and other societal forces. This study adopted a conceptual framework from cultural anthropology to present and interpret the experts’ perspectives in terms of the survival, economic and cultural goals of socialization. The experts’ perspectives suggest that early Chinese socialization should emphasize health, the acquisition of healthy habits, the development of well-socialized personalities, skills for future economic success, and the preservation of cultural beliefs and values, especially Chinese cultural emotions. These experts’ explanations constitute a call for adaptive early Chinese socialization and parenting, and offer a widely shared Chinese response to complex societal transformation in globalization.

Examining young children’s perception toward augmented reality-infused dramatic play

Amid the increasing interest in applying augmented reality (AR) in educational settings, this study explores the design and enactment of an AR-infused robot system to enhance children’s satisfaction and sensory engagement with dramatic play activities. In particular, we conducted an exploratory study to empirically examine children’s perceptions toward the computer- and robot-mediated AR systems designed to make dramatic play activities interactive and participatory. A multi-disciplinary expert group consisting of early childhood education experts, preschool teachers, AR specialists, and robot engineers collaborated to develop a learning scenario and technological systems for dramatic play. The experiment was conducted in a kindergarten setting in Korea, with 81 children (aged 5–6 years old). The participants were placed either in the computer-mediated AR condition (n = 40) or the robot-mediated AR condition (n = 41). We administered an instrument to measure children’s perceived levels of the following variables: (a) satisfaction (i.e., interest in dramatic play & user-friendliness), (b) sensory immersion (i.e., self-engagement, environment-engagement & interaction-engagement), and (c) media recognition (i.e., collaboration with media, media function & empathy with media). Data analysis indicates that children in the robot-mediated condition showed significantly higher perceptions than those in the computer-mediated condition regarding the following aspects: interest in dramatic play (satisfaction), interactive engagement (sensory immersion), and empathy with media (media recognition). Furthermore, it was found that the younger-aged children and girls, in particular, perceived AR-infused dramatic play more positively than the older-aged children and boys, respectively. The contribution of this study is to provide empirical evidence about the affordances of robots and AR-based learning systems for young children. This remains a relatively unexplored area of research in the field of learning technologies. Implications of the current study and future research directions are also discussed.