Social robots and ethical growth in Early Childhood Education
DOI:
https://doi.org/10.21556/edutec.2023.83.2697Keywords:
Social robot, preschool, ethics, social-emotional development, bullyingAbstract
Over the past few years, the development of educational social robots. These robots favor positive affective bonds and increase the socio-emotional well-being of students, however, both children and adults have shown potential to treat social robots abusively. In order to achieve favorable robot-human interactions and improve human interactions, there is a need to create increasingly empathetic robotic behaviors while ensuring the optimal conditions for an education oriented to the ethical growth of students of students. The aim of this review is to analyze which components of robotic design facilitate or weaken socioemotional interactions between preschool children and anthropomorphic robots. An exhaustive search was performed in the databases Scopus, Web of Science, PubMed, IEEE Xplore and ACM Digital Library following the criteria established in the PRISMA declaration. The results suggest that the appearance of a robot intended for preschool children would need to balance "humanity" and "robotity" so that both stimulate pleasant social interactions and prevent false beliefs about the robot's abilities, this would probably deter the child from engaging in abusive behaviour that could be harmful in other contexts.
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