Improving Child Social and Emotional Development with Robotic Play

This program empowers educators and parents to use robotics play and other technology tools to boost children's social-emotional skills and communication.

Program details

  • Priority area: Communication (language development), wellbeing (social and emotional)
  • Primary audience: Educators, parent/carers
  • Delivery mode: Group training, online, coaching, resources (books, kits, manuals)
  • Strength of evidence: Level 4 - Emerging research evidence
  • AEDC sub-domains:
    • Language and cognitive development
    • Communication skills and general knowledge - communication and general knowledge
    • Social competence - responsibility and respect
  • Item cost: Variable

Program description

This program provides educators and parents with the knowledge of using robotics and other technology-constructed play-based resources. These resources are designed to facilitate children’s social-emotional and communication development. It builds the capacity of early childhood educators and/or parents to integrate robotics play as a tool for improving children’s social-emotional skills, such as listening to and following instructions, problem solving and communication during social interactions.

The program is delivered at the service through a one-day (approx. 7.5 hours) workshop. Following workshops, two 2-hour supervision support sessions will be delivered online. Participants are also provided with the robotics play-based teaching and learning framework and a strategy toolbox resource.

Detailed cost

  • One day program face to face/online delivery, plus 2 x 2-hour online supervision support sessions: $7,520 (excluding GST) per early childhood service. There is no minimum requirement of participants.
  • If there are more than 20 participants, additional costs may apply for staffing of an additional program assistant.
  • Additional travel and accommodation costs may apply for on-site training more than 20 km radius of Melbourne CBD. Contact the provider directly for further information about these additional costs.

Implementation considerations

  • Target population: early childhood educators and/or parents. The program is also applicable for early childhood early intervention educators and special needs educators.
  • Program adaptability: group training packages can be delivered face-to-face or via online platforms. The online program will be offered via an online platform such as Zoom.
  • Staffing: services should consider the cost of backfill when determining the cost of accessing this resource.
  • Factors to consider: there is no minimum requirement for participants to take part in the program. The program can be provided after work hours between 5pm and 8.30pm weekdays or between 10am to 4pm on weekends.
  • Supervision/coaching: two 2-hours of support sessions through phone or Zoom will be provided to supervise teachers’ and/or parents’ progress when participants are implementing the activities in their own settings. Delivery times for supervision support sessions can be customized for each service. Educators will be invited to complete two online questionnaires (approx. 10 minutes for each) at the end of the last support session.
  • Australian experience: the program/training support is available in metropolitan, regional and rural areas.
  • Tools and systems: the program requires participants to have access to iPads and internet. Program materials and PowerPoints will be made available digitally on a secure google drive platform or sent via email.

VEYLDF alignment

Item uses these practice principles

  • Reflective practice
  • Partnerships with families
  • High expectations for every child
  • Respectful relationships and responsive engagement
  • Equity and diversity
  • Integrated teaching and learning approaches

Item responds to these sub-outcomes

  • Children become strong in their social, emotional and spiritual wellbeing
  • Children interact verbally and non-verbally with others for a range of purposes.

Updated