Preschool Activities Research Articles

Engagement in Activity Settings of First and Second Language Learners in Preschool – The Role of Qualified Preschool Teachers and Classroom Structure

ABSTRACT Research Findings: In Swedish preschools, second-language learners often display lower engagement in activity settings than first-language learners. This study used a multilevel model to examine the association between children’s language status, classroom structure, teacher qualifications, and engagement in preschool activity settings. The sample included 148 children, aged three to five, from classrooms with varying proportions of first and second-language learners. The Child Observation in Preschool (COP) instrument measured engagement levels. Our findings reveal that the presence of highly qualified teachers significantly increased the duration of high engagement for all children, regardless of language status. While second language learners initially appeared to show lower engagement, this difference was insignificant in the full model after accounting for classroom structure and teacher qualifications. Classrooms with a higher proportion of qualified teachers demonstrated improved engagement across the board. Policy and Practice: These findings underscore the importance of ensuring a high proportion of qualified teachers in early childhood education and care settings. Creating a supportive, high-quality educational environment is essential for fostering engagement among all children but may be particularly crucial in classrooms with diverse language backgrounds.

A bibliometric analysis of research on physical activity and fitness among preschool children in Asia (2020-2024)

Background: Physical activity (PA) and physical fitness (PF) are essential for preschool children's development. However, rising childhood obesity and sedentary lifestyles are concerning. A comprehensive analysis of the research landscape is necessary to inform better interventions and policies. Research Objectives: This study aims to conduct a bibliometric analysis of research on physical activity and physical fitness among preschool children in Asia from 2020 to 2024. Methods: The analysis was based on publications from Scopus and Web of Science, focussing on keyword co-occurrence, citation analysis, and co-authorship networks. We used tools like ScientoPy and VOSviewer to assess key metrics such as the number of publications, citations, and influential contributors. Findings/Results: The study reveals significant trends, with a peak in research productivity in 2022, reflecting heightened global attention on early physical health. China, Japan, and Iran led contributions, with China dominating in publication volume. Notable researchers included Saeed Ghorbani and emerging contributors Ahmad Chaeroni and Amir Dana. Leading journals, such as the International Journal of Environmental Research and Public Health and Frontiers in Public Health, were prominent sources. Conclusion: Despite a decline in productivity post-2022, PA and PF research for preschoolers remains important. These shifting trends provide opportunities for researchers to explore new areas or innovate approaches. Significant contributions from Asian researchers also indicate a geographic shift in the global research focus. This study also highlights the importance of physical activity in preschoolers and how trends in scientific publications can help policymakers formulate more effective interventions to improve children's fitness.

Can AI Robot Teaching Improve Children’s Performance in Housework? A Quasi-Experimental Study

Background: The primary objective of this study is to explore the effects of using Artificial Intelligence (AI) robot-assisted instruction in preschool activities on young children’s performance in housework. Methods: A quasi-experimental design was employed, with an experimental group and two control groups, to observe changes in children’s performance in housework before and after AI robot-assisted teaching. The study sample consisted of preschoolers from metropolitan Taipei, with 65 children in the experimental group, 53 in control group 1, and 75 in control group 2. Children participating in the research project required consent from the school, teachers, and parents. The children in the experimental group received AI robot-assisted instruction on household tasks for two days a week over three consecutive weeks, with each session lasting approximately 20–30 min. Control group 1 did not receive any experimental treatment, while control group 2 underwent the same learning schedule and content as the experimental group but was instructed by teachers instead of AI robots. The data were analyzed based on pre- and post-test surveys of parents observing their children’s performance in household tasks. Results: This study found that both AI robot-assisted teaching and teacher-led instruction enhanced children’s household skills, with the AI robot-assisted method showing slightly better results. These findings suggest that both technological tools and teacher guidance can effectively improve children’s housework performance, while artificial intelligence robots may provide young children with motivation and curiosity to learn due to their appearance and interactive design, which deserves further analysis. Conclusion: As technology rapidly advances, young children are exposed to various technological devices at an early age. Integrating technological media into future preschool teaching is inevitable, and leveraging tools like AI robots to support teaching, reduce teacher burden, and diversify instructional methods could be a direction worth considering.

Structured-unstructured activity behaviours on preschoolers’ mental and physical health: a compositional and isotemporal reallocation analysis

This study analysed the relationship between the structured and unstructured activities of preschoolers and their mental and physical health, and also investigated the predicted changes in mental and physical health by reallocating activity time. This cross-sectional study was carried out with 324 preschoolers. Video recording and SOPARC activity observation system was used for the division of structured and unstructured activities. An accelerometer sensor was used to measure activity intensity. The SDQ psychological questionnaire was adopted to collect data on internalizing difficulties, externalizing difficulties, total difficulties and pro-social behaviours. Physical indices including body shape (height, weight, BMI), and physical fitness (upper and lower limb strength, flexibility, agility, and balance) were collected using Chinese toddler physical fitness measurement tools. Component data and isotemporal reallocation analyses were conducted using R Studio (Version 4.2). A total of 308 preschoolers (160 boys; aged 4.50 ± 0.93 years) were included in the data analysis. The activities composition, adjusted for sex, area, mental level (for mental indicators), or age (for physical indicators), was significantly correlated with various measurement indicators (p < 0.05). Specifically, structured (β=-0.87, p < 0.05) and unstructured (β=-1.24, p < 0.05) moderate-to-vigorous physical activity (MVPA) were significantly positive correlated with internalizing difficulties, while structured MVPA was significantly positively correlated with body shape (β = 2.17, p < 0.05). Replacing structured light physical activity (LPA) with 10 min of structured MVPA has a positive effect on internalizing difficulties (SMD=-1.28, 95%CI: -2.30 to -0.27) and body shape (SMD = 1.76, 95%CI: 0.37 to 3.15). When the total replacement time reaches 25 min, the benefits become even more pronounced. Structured and unstructured MVPA are both beneficial to preschoolers’ mental and physical health, with the incorporation of MVPA for over 25 min in structured activities and supplementary unstructured MVPA yielding even greater benefits.

Методика «Схематизация» в цифровом формате для оценки уровня развития наглядно-образного мышления старших дошкольников

&lt;p&gt;The development of imaginative thinking is one of the main tasks of educational work with preschoolers, because it allows the child to be successful in preschool activities, where the most favorable conditions for the formation of age new achievements are formed. The need for diagnostic tests to determine the level of imaginative thinking of preschoolers is related both to the need to assess the effectiveness of educational work with children, and to identify the level of development of the child. The most informative and reliable results of the assessment of cognitive processes are provided by the use of standardized test. In Russian psychology, there is only one such test - "Schematization" (author R.I. Bardin). This test was created and standardized at the end of the last century and its psychometric characteristics and assessment standards need to be updated for a modern sample. The article presents the results of the re-standarization of this test. The experimental sample of the study consisted of N = 2425 children of senior preschool age: children 5-6 years old (M = 66 months; SD = 3.09 months; n = 974) and 6-7 years old (M = 77 months; SD = 3.21 months; n = 1451). For psychometric verification, confirmatory factor analysis, Cronbach's alpha and McDonald's omega coefficients, Spearman correlation coefficient, Mann-Whitney U criterion and two-factor analysis of variance were used. The norms were calculated using percentile normalization. The obtained results showed the conformity of the test with psychometric requirements and allowed us to determine the current norms for the development of imaginative thinking of older preschool children.&lt;/p&gt;

Geographic Disparities In Physical Activity, Sedentary Behavior, Play Time, And BMI In Nigerian Preschoolers

Geographic Disparities In Physical Activity, Sedentary Behavior, Play Time, And BMI In Nigerian Preschoolers

Manifesting learning in the workplace: an activity theoretical study of professional learning in preschool using active learning classrooms

PurposeThe purpose of this study is the development of a methodology that draws on activity theory (AT) to assess educators’ and leaders’ professional learning in a pre-school setting.Design/methodology/approachThe paper reports on a case study of professional development in an active learning classroom (ALC) where 20 professionals participated in a one-day writing workshop. AT was used to analyse the writing workshop as well as data from reflective writing, video recordings, interviews and surveys.FindingsThe paper shows that professional development is significantly influenced by a range of mediating technologies used in educational spaces such as the ALC. The mediated practice breaks normal work practice in the pre-school activity system and division of labour roles, and hierarchical positions and professional relationships. Such a break is considered to facilitate a manifestation of professional learning. However, it also poses a risk for organisational disruptions emphasising the need for diagnostic understanding when an ALC should be used for capturing workplace learning.Practical implicationsStructured writing workshops – taking place in ALCs – provide a suitable forum that breaks with routines, accelerates collective reflections and articulation of negotiated meaning and produces a common ground across hierarchical roles supporting collective professional development in the activity system.Originality/valueUnlike previous research focusing on student perspectives, this study views these spaces as settings for professionals to recognise and solve developmental problems. It suggests that structured writing workshops in ALCs can accelerate collective reflection and support collective professional development across hierarchical roles.

Evaluation of indoor activities for moderate-to-vigorous physical activity in preschoolers

ABSTRACT The study objectives were 1) to determine the feasibility and acceptability of indoor activities to achieve moderate-to-vigorous physical activity (MVPA) in preschoolers, and 2) compare MVPA estimates between direct observation (DO) and various accelerometry placements. In this cross-sectional study, 35 preschoolers (51% female, 54% 3-year-olds) performed six, 6-minute activities (dancing to video, balloon/bubbles, stationary exergame cycling, circuits, running-in-place, and cleaning up) in sequential order, facilitated by a trained staff member. Triaxial accelerometers (Actigraph Gt3×BT) at the ankle, waist, and wrist measured MVPA using age-specific cut-points. Total activity and MVPA time were quantified via DO of video recordings. Feasibility and acceptability were assessed via parent and child report. Preschoolers contributed 4339, 15-second epochs of accelerometry and DO data (~31.0 minutes/preschooler). Preschoolers achieved MVPA ≥ 50% of the time while engaging in balloon/bubbles, cycling, and circuits; but not while dancing to video (15%), running-in-place (48.5%), or cleaning up (8%). There were no differences in MVPA by age, sex, or between screen and non-screen activities. Parents and preschoolers reported most activities were feasible (≥4.0/5.0). Waist and ankle accelerometry had strong agreement with DO (ICCs range: 0.70–0.84) while wrist had fair to low agreement (ICCs: 0.22–0.58). Multiple indoor activities show promise to increase preschoolers’ MVPA.

Screen time among preschoolers: exploring individual, familial, and environmental factors.

Screen-based activity refers to the use of screened devices, which are changing from stationary devices such as televisions and desktop computers to newer portable devices such as smartphones and electronic tablets. The exposure of younger children to all types of screened devices has increased. This review aimed to provide an overview of previous studies and identify the correlations associated with screen-based activities in preschoolers. We conducted a systematic literature review of databases including PubMed, Embase, and PsycInfo targeting quantitative studies published between 2010 and 2019. We then analyzed the associations between screen time and various individual, familial, and environmental factors in healthy children aged 0-6 years. We specifically included studies that provided a subgroup analysis for this age category to systematically identify the factors influencing screen time patterns among preschoolers. The search yielded 36 articles that met the inclusion criteria. We investigated age, sex, and social, family, and personal factors as well as media parenting. The results suggested that media parenting for screen-based activities was an important protective factor. Limited research has been conducted on preschoolers' screen-based activities with both stationary and portable screened devices. Most factors have been studied using stationary devices and are too infrequent for solid conclusions to be reached. Parental screen time and the setting of appropriate media limits were crucial protective factors against excessive media exposure. However, information about family and personal factors remain scarce, and further research is needed.

The effects of physical exercise on fitness and emotion in Chinese preschoolers

BackgroundThe global prevalence of overweight and obesity in children under the age of five has emerged as a significant issue in recent years. Physical activity and fitness among children and adolescents have declined globally in the past few decades. Studies have indicated a link between levels of physical activity and cognitive performance in preschool children.MethodsThis quasi-experimental study investigated the effects of three different types of physical education programmes on the physical fitness and emotional competence of 239 preschoolers(mean age = 5.49 ± 0.60 years, 54.4% boys)in Haikou, China. The preschoolers were grouped based on which programme they were assigned to: the “Hello Sunshine” ball skills programme (HS group), ordinary physical education (OPE group), and free play (FP group). The “Hello Sunshine” ball skills programme used both a structured curriculum design and autonomous activity selection during outdoor time., which were conducive to children’s physical fitness.The National Physical Fitness Measurement Standards Manual and the shortened version of the Social Competence and Behavior Evaluation Scale (SCBE-30) were used to assess physical fitness and emotional competence, respectively. These assessments were conducted both before and after the ten-week intervention period. The analysis utilised a mixed-effects model for physical fitness and a mixed-model ANOVA for the SCBE data.ResultsThe HS group and OPE group demonstrated significantly improvement in the standing long jump, 10-m shuttle run and balance beam walking than the FP group; meanwhile, only anxious-withdrawal levels showed a significant grouping effect and group-by-time interaction effect. After the intervention, both the HS group and the FP group showed significantly lower scores for anxiety compared to the OPE group, with no significant difference observed between the HS and FP groups.ConclusionsThe results suggested that structured ball skills programmes may promote physical fitness and reduce anxiety. The integration of effective physical exercise programmes into preschool curricula holds the potential for promoting holistic development.

Gender-specific play behavior in relation to autistic traits and behavioral difficulties at the age of seven in the SELMA study.

Childhood gender nonconformity is related to psychological distress and behavioral difficulties. Similarly, there is evidence for a link between gender nonconformity, or gender dysphoria in some studies, and autism spectrum disorder and related traits. Our knowledge on those associations mostly originates from clinical populations, which might lead to overestimation. Thus, this study aimed to assess associations between gender nonconformity and behavioral difficulties in a population-based study. In the Swedish Environmental Longitudinal, Mother and Child, Asthma and Allergy (SELMA) study, cross-sectional associations between gender-specific play behavior and behavioral outcomes and autistic traits were investigated among 718 children at 7-years of age. Play behavior was measured using the Preschool Activities Inventory; behavioral outcomes and autistic traits were measured with the Strengths and Difficulties Questionnaire and the Social Responsiveness Scale, respectively. Linear and logistic regression analyses were performed. Higher composite play behavior scores (indicating either increased masculine or decreased feminine play behavior) were associated with increased autistic trait scores in girls (β = 0.13; 95% confidence interval [CI] = 0.00, 0.26). Furthermore, higher composite scores were shown to be associated with behavioral difficulties in both girls (β = 0.11; 95% CI = 0.04, 0.18) and boys (β = 0.10; 95% CI = 0.02, 0.19). Additionally, higher feminine scores were related with increased problems in peer relationships in boys (β = 0.04; 95% CI = 0.00, 0.07). This study suggests a link between gender nonconforming play behavior and autistic traits as well as behavioral difficulties among children in a non-clinical population, which calls attention to the necessity of supporting children with gender nonconformity from early ages.

Music activities of U.S. children in center-based early care and education settings

The purpose of this study was to determine a) the extent to which teachers/caregivers provide music activities for children in American early care and education centers, and b) whether there is a relationship between the amount of music activities provided and demographic characteristics. Data were drawn from the National Survey of Early Care and Education. Analysis of responses from 4,101 centers indicates that a majority of centers provide music activities for less than 30 min per day. The provision of music activities for preschoolers appears to be dependent on center funding, the racial and ethnic makeup of the community, and the poverty level of the community. Findings indicate that the documented inverse relationship that exists between music education and the minority population of communities may not exist in U.S. preschools. Results were mixed regarding the role of socioeconomic condition: Those centers that receive any type of government funding are more likely to provide music activities to preschoolers; however, centers located in higher poverty communities are less likely to provide music activities. Study findings indicate that policies to improve the provision of, and access to, music activities for children in U.S. early care and education centers are needed.

THỰC TRẠNG NHẬN THỨC VÀ THỰC HÀNH CỦA GIÁO VIÊN MẦM NON VỀ PHÁT TRIỂN KHẢ NĂNG SÁNG TẠO CHO TRẺ MẪU GIÁO THÔNG QUA HOẠT ĐỘNG KHÁM PHÁ KHOA HỌC

This study aims to investigate the current state of perception and practice of nurturing creativity for preschoolers in organizing science exploration activities at some preschools in Hue City, Thua Thien Hue Province, Vietnam. A quantitative survey method using a questionnaire was conducted with 54 preschool teachers from two preschools. Results show that most teachers have a comprehensive understanding of the importance of fostering creativity in science exploration activities for preschoolers. Additionally, teachers recognized the manifestations of creativity in children during these activities and actively apply various measures to stimulate creativity in children. The study also indicated a correlation between teachers' perception and practice in developing creativity for children through organizing science exploration activities. Although the research findings are quite positive, this study also emphasizes the necessity of nurturing preschool teachers in specific techniques for organizing scientific exploration activities to stimulate creativity in preschool children. Keywords: Teachers; science exploration; preschool; creativity.

Study on the relationship and related factors between physical fitness and health behavior of preschool children in southwest China

ObjectiveTo investigate the physical fitness level and health behavior status of preschool children in China, explore the relationship between physical fitness and health behavior, and further reveal the main factors affecting health behavior, to provide a reference for improving the physical fitness level of preschool children and maintaining healthy behavior.MethodsA total of 755 preschool children (394 boys and 361 girls, aged 4.52 ± 1.11 years) were selected from Chongqing and Liupanshui in China by cluster random sampling method for questionnaire survey and physical monitoring, and SPSS21.0 software was used to process and analyze the data.Results(1) Heart rate (p = 0.015), protein content (p < 0.001), and time spent on the balance beam (p < 0.001) were significantly lower in boys than in girls, while BMI (p = 0.012), muscle mass (p < 0.001), and distance of standing long jump (p < 0.001) were significantly higher in boys than in girls. Meanwhile, systolic blood pressure (p = 0.004) and diastolic blood pressure (p = 0.001) of rural children were significantly higher than those of urban children, while BMI (p < 0.001) and sitting forward flexion (p = 0.019) were significantly lower than those of urban children. (2) The light-intensity physical activity (LPA) and moderate to vigorous physical activity (MVPA) of boys were significantly higher than that of girls (p < 0.001), and the MVPA of urban children was significantly higher than that of rural children (p = 0.001), and the former participated in sports classes more frequently (p < 0.001). (3) There was a significant correlation between physical activity (PA) and physical fitness indicators of preschoolers. Participating in sports interest classes was only significantly correlated with systolic blood pressure (r = 0.08) and sitting forward flexion (r = 0.09). (4) The PA level of preschool children was related to gender, household registration, kindergarten nature, age, residence environment, parental support, and participation degree. Participation in sports interest classes was related to gender, the nature of the kindergarten, household registration, age, and parent participation. Daily screen time was related to household registration, the nature of the kindergarten, the environment of residence, and the value perception of parents.ConclusionsThere were different degrees of correlation between preschool children’s physical fitness and health behaviors, and children’s health behaviors were closely related to gender, environment, parents, and other factors. Therefore, how to increase the protective factors of children’s health behaviors and controlling the risk factors may be crucial to promoting the development of good health behaviors and improving the physical fitness of preschool children.

The association between 2D:4D digit ratio and sex-typed play in children with and without siblings

The 2D:4D digit ratio is commonly used as a surrogate possibly reflecting prenatal testosterone levels. Indirect evidence comes from studies investigating the association between 2D:4D and human characteristics that likely relate to prenatal testosterone. In children, sex-typed play reveals large sex differences early in development and an influence of prenatal testosterone is likely. Findings on the association between 2D:4D and children’s sex-typed play are heterogeneous and other influences on the development of sex-typed play have been suggested, most of all social influences like siblings, their sex and birth order. The current study examined the association between right and left 2D:4D, a proposed surrogate for prenatal testosterone exposure, which was assessed in right and left hands of N = 505 6-month-old children, and sex-typed play behavior, which was evaluated 3.5 years later using the Pre-School Activities Inventory (PSAI), and the influence of siblings. To capture differential effects of siblings’ sex and birth order, dummy-coded variables were used reflecting having no siblings as well as older or younger sisters or brothers. Multiple regression models were used to investigate the association between PSAI scores and sex, right and left 2D:4D, being a singleton as well as having an older or younger sister or brother. It was shown that sex and having an older brother were significant predictors for sex-typed play. Effects were further disentangled by conducting separate regression analyses in boys and girls. In boys, a significant association between PSAI scores and having an older brother was revealed, in girls, no significant associations were found. Results are discussed highlighting the non-significant association between 2D:4D and children’s sex-typed play, which weakens the applicability of 2D:4D as a surrogate reflecting influences of prenatal T. Further, the importance of social factors like siblings on children’s sex-typed play is discussed.

The potential of arts and crafts in the formation of aesthetic taste in children of senior preschool age

This article is devoted to the study and analysis of the use of the possibilities of decorative and applied art in the formation of aesthetic taste in older preschool children. The study revealed that decorative and applied arts have their own aesthetic and educational capabilities in teaching children both fine arts and in developing their aesthetic sensitivity to the world around them. Promising directions for the use of types, subtypes, varieties, techniques and technologies of decorative and applied arts in the artistic and creative activities of older preschoolers are proposed. The author concludes that introducing children of senior preschool age to arts and crafts is one of the main means of developing aesthetic taste, developing the ability to see and understand beauty in the surrounding life and art.

The role of ICDS services on early childhood development: A cross-sectional study in Hyderabad, Telangana.

Integrated child development services (ICDS) include supplementary nutrition, nutrition and health education, health check-ups, immunization, preschool education, and referral services targeted at beneficiaries including pregnant and lactating mothers, children below six years, and women of reproductive age. Specific interventions are implemented to support children for a higher developmental outcome. The aims of this study are (1) to compare the development of ICDS beneficiaries in the age group of 4-6 years with the dropouts, (2) to assess caregiver practices among mothers of beneficiaries and the dropouts, and (3) to understand the perceptions of Anganwadi workers (AWWs) on early child development (ECD) and ICDS services. A cross-sectional study was conducted for two months in select Anganwadi centers (AWCs) of Hyderabad. AWCs were selected through multi-stage sampling. Respondents included 114 mothers and five AWWs. Quantitative data was collected by a questionnaire and qualitative data through an interview guide. Proportions were estimated for description. STATA 14.0 was used to find out correlates of development in children through unpaired t-test, Chi-square test, and logistic regression. Thematic analysis was done for qualitative data. About 68.42% and 33.33% of children from the beneficiary group were found to show normal cognitive and emotional development when compared to the dropout group (59.65% and 21.05%, respectively). KAP assessment revealed no significant difference between the mothers of dropouts and beneficiaries. Lack of infrastructure and poor attention to preschool activities were identified as reasons for dropout. Improving infrastructure, capacity building of AWWs, and reducing their workload will help in focusing on ECD-related activities at ICDS centers.

Identification of Children with Learning Barriers (Dysgraphia) and Treatment in Elementary School

Background: Education in elementary schools certainly has the aim of properly realizing the function of national education. However, without realizing it, in carrying out national functions certain obstacles come from both students and teachers. One of the obstacles that is often encountered is dysgraphia. Where dysgraphia is a difficulty experienced by children in reading due to poor writing and spelling in children. Therefore, researchers in this study have the aim of identifying learning barriers and handling them in one of the elementary schools in Sukoharjo Regency. This research uses a qualitative approach. The research participants were guidance and counseling teachers, class teachers, and students. Data collection techniques include observation, interviews, and, documentation. The analysis technique used is interactive data analysis through data reduction, data presentation, and data conclusions. The results of the research show that children with learning disabilities have types of dyslexia dysgraphia, motor dysgraphia, and spatial dysgraphia. Therefore, children with this type of digraphia obstacle can be overcome by using strategies used by class teachers and guidance and counseling teachers in various ways, namely by providing motivation to students, providing interesting media, writing pre-school activities, tracing letters, writing block letters and practicing in writing cursive letters.

Choosing Folk Song for Children 5-6 Years Old Through Teaching Organization Music Activities in Preschool

Folk songs have the ability to have a strong impact on people's thoughts and emotions, helping us develop aesthetic abilities, thinking, intellectual, physical qualities, and good moral feelings. More importantly, it forms national consciousness and love for the homeland. Currently, teachers are aware of the importance of using folk songs for 5-6 year old children in organizing musical activities in preschools. However, preschool teachers do not know how to choose folk songs in organizing and teaching music activities, causing the results of the activities to be low. This article focuses on analyzing the current situation of choosing folk songs for 5-6 year old children through organizing and teaching musical activities, in order to form in children the goodness and beauty in folk songs. From there, children will develop a love and appreciation for Vietnamese folk songs.

Minimum viable product “Ailey Robot Improves Verbal Skills” for the development of preschool children

This paper specifically examines MVP “Ailey Robot Improves Verbal Skills” as a tool for preschool aged children’s verbal skills development. Initial project aims to develop competent verbal skills as an aid tool for simple verbal correction in native (Russian) language and the associative object thinking improvement for children aged 3 years old, as well as is objected to increase the vocabulary of older children (up to seven aged ones). One of most significant activities for preschoolers is a role-playing game with a plot helping children to orient in social relations and estimate human activity’ values and motives through the acceptance of a certain role. With technological development, online platforms and applications are becoming the most accessible and increasingly popular method of teaching children from 3 to 7 years old. The content of thematic levels in the application covers various areas of daily life, which helps the child develop important situational and social skills, while the game format increases internal motivation to learn. The “Ailey Robot Improves Verbal Skills” service uses artificial intelligence models to create an exciting and effective learning environment for children and serves as an informative auxiliary tool for parents and speech specialists. In this paper we aimed to review this online application’s main features, analyze its performance, and identify its pros &amp; cons.