Influences of Gender and Socioeconomic Status on Children's Use of Robotics in Early Childhood Education: A Systematic Review

Research Findings: This review focuses on the use of robotics in early childhood education (ECE), addressing gender and socioeconomic status (SES) differences in young children's robotics learning. This review systematically evaluates, synthesizes, and displays the research designs, robotic toy...

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Published inEarly education and development Vol. 34; no. 4; pp. 910 - 926
Main Authors Su, Jiahong, Yang, Weipeng, Zhong, Yuchun
Format Journal Article
LanguageEnglish
Published Philadelphia Routledge 19.05.2023
Taylor & Francis Ltd
Subjects
Children
Early Childhood Education
Education
Gender
Gender Differences
Literature Reviews
Low Income Groups
Low Income Students
Research Methodology
Robotics
Social Differences
Socioeconomic factors
Socioeconomic Status
Student Attitudes
Systematic review
Young Children
Online AccessGet full text
ISSN1040-9289
1556-6935
DOI10.1080/10409289.2022.2078617

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Abstract Research Findings: This review focuses on the use of robotics in early childhood education (ECE), addressing gender and socioeconomic status (SES) differences in young children's robotics learning. This review systematically evaluates, synthesizes, and displays the research designs, robotic toys, data collection instruments, research methods, and research findings of 15 studies related to this critical issue published from 1984 to 2021. The findings of the review indicate that children's robotics-based learning is impacted by gender and their socioeconomic and cultural backgrounds. Boys had a considerably higher level of enjoyment in interacting with robotics than girls. Furthermore, low-income families and low parental education resulted in poor robotics-based learning experiences and outcomes for children. Practice or Policy: It is significant to devote attention to developing effective and inclusive robotics education programs for girls and children from less advantaged backgrounds. More robotics education interventions should be conducted in broader contexts to benefit a wider range of children, especially those from a lower-SES background.
AbstractList Research Findings: This review focuses on the use of robotics in early childhood education (ECE), addressing gender and socioeconomic status (SES) differences in young children's robotics learning. This review systematically evaluates, synthesizes, and displays the research designs, robotic toys, data collection instruments, research methods, and research findings of 15 studies related to this critical issue published from 1984 to 2021. The findings of the review indicate that children's robotics-based learning is impacted by gender and their socioeconomic and cultural backgrounds. Boys had a considerably higher level of enjoyment in interacting with robotics than girls. Furthermore, low-income families and low parental education resulted in poor robotics-based learning experiences and outcomes for children. Practice or Policy: It is significant to devote attention to developing effective and inclusive robotics education programs for girls and children from less advantaged backgrounds. More robotics education interventions should be conducted in broader contexts to benefit a wider range of children, especially those from a lower-SES background.
Audience Early Childhood Education
Author Su, Jiahong
Zhong, Yuchun
Yang, Weipeng
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Snippet Research Findings: This review focuses on the use of robotics in early childhood education (ECE), addressing gender and socioeconomic status (SES) differences...
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SubjectTerms Children
Early Childhood Education
Education
Gender
Gender Differences
Literature Reviews
Low Income Groups
Low Income Students
Research Methodology
Robotics
Social Differences
Socioeconomic factors
Socioeconomic Status
Student Attitudes
Systematic review
Young Children
Title Influences of Gender and Socioeconomic Status on Children's Use of Robotics in Early Childhood Education: A Systematic Review
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