The Use of AI Robotic Toys to Support Learning and Play

This study explores how AI robotic toys (IoToys) support young children's learning, language development, identity construction, and cultural awareness through play. It examines how these technologies foster multi-voicedness and polyphonic interactions in diverse early childhood education (ECE) contexts. Data were collected through participant observations of children aged 3–7 interacting with multimodal technologies in home and ECE settings across Norway (N=12), Australia (N=16), and England (N=13). Using a Bakhtinian lenses, the study analysed heteroglossia, positioning, carnivalesque and dialogues in action, highlighting children's voices as they engaged with IoToys. Findings show that these interactions promote rich dialogic exchanges, enabling children to express themselves across languages and cultures. The toys contributed to shaping conversations, enhancing linguistic and identity development. Educators played a crucial role in affirming children's diverse perspectives, enriching their learning environments. The study concludes that play with IoToys offers a platform for children’s engagement with broader socio-cultural contexts and calls for a more dialogical approach to pedagogy in both ECE and home settings. It emphasises the importance of intentional integration of multimodal technologies by ECE professionals to support children's language, cultural awareness, and identity development.