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

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.