The integration of the internet of toys in early childhood education: a platform for multi-layered interactions

ABSTRACT

This paper presents findings from an on-going international study of early childhood educators’ and children’s use of new digital technologies, such as the Internet of Toys (IoToys) and the pedagogic interactions which occur when these artefacts are integrated into classrooms. Based on qualitative methodology, data have been collected in four countries: Australia, Norway, Scotland and England. Data collection includes observations of interactions with IoToys (written and video), multimedia messages (digital images, videos), short written reflections and consultations with the children. Findings across all countries show that IoToys offers a platform for interactions to become multidirectional, multidimensional and multimodal. Examining the interactions in the ecology of the playroom, this study calls for pedagogy involving IoToys to provide a platform for children’s rich symbiotic explorations, creativity, collaboration and problem solving.

KEYWORDS:

• Internet of Toys (IoToys)
• technology integration
• early childhood pedagogy
• multidirectional
• multidimensional and multimodal interactions
• play

Acknowledgements

Sincere thanks are extended to the children, families and practitioners across the countries for allowing authors to enter their world and gain valuable insight into the play.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The authors thank the Early Years Academic Community Seeding grant funding granted by Monash University’s Faculty of Education for the Australian data collection.