Leveraging Digital Health and Safety Technologies to Enhance Child Agency in a Shanghai Kindergarten

• In Event: Empowering Young Learners: Enhancing Child Agency Through Educator-Facilitated Digital Exploration

Abstract

Objectives: As technology integration in ECEC gains recognition, extensive research has explored various applications (Berson et al., 2024; Luo et al., 2024). However, there is a significant gap in understanding how these technologies can enhance children's agency, particularly in health and safety practices.

Method: The research was conducted in a model-level kindergarten in Shanghai, known for its exemplary technology integration. Forty participants were selected through purposeful and convenience sampling: 8 teachers, 18 parents, 11 children, and 3 principals. Data collection occurred in two stages. Video recordings documented the use of smart attendance devices and morning inspection robots in health and safety routines. Semi-structured interviews with teachers, parents, children, and principals provided detailed insights into the use of digital technologies in kindergarten healthcare practices. Videos and interviews were analyzed using NVivo 12, employing deductive and inductive content analysis techniques to identify themes and patterns. The analysis, guided by Actor-Network Theory (ANT) (Latour, 2005), focused on the roles of technology and humans, exploring their interaction dynamics and the influence of context. Collaborative coding and peer debriefing enhanced the credibility and trustworthiness of the findings (Creswell & Creswell, 2017).

Results: The findings reveal several insights:
1. Tech-Centric Health and Safety Routines:
• Superficial Human-Technology Interaction: The smart attendance device and morning inspection robot primarily function as independent actors with limited interactive features, resulting in a superficial level of human-technology interaction. Children often act as passive observers rather than active participants in these routines.
• Autonomy and Engagement: Despite the limitations, children show varying levels of engagement with the morning inspection robot. Some children autonomously use the robot, indicating a degree of agency in interacting with the technology. However, others exhibit reluctance, preferring non-verbal communication or opting for traditional methods overseen by teachers.
2. Challenges and Needs:
• User-Friendliness: To enhance child agency, the design of digital technologies must be more child-friendly. This includes accommodating children's ergonomic needs and incorporating engaging, interactive elements that resonate with young users.
• Technical Limitations: Issues such as low sensitivity, accuracy, and network reliability hinder effective interaction and reduce the potential for children to fully engage with these technologies.
3. Impact on Child Agency:
• Facilitating Autonomy: While the introduction of technology has addressed staff shortages and improved productivity, it is crucial to ensure these tools also facilitate children's autonomy. This involves designing technologies that are intuitive and accessible, encouraging children to take an active role in their own health and safety routines.
• Non-Verbal Communication: Many children prefer non-verbal interaction with the technology, suggesting that future designs should incorporate features that recognize and respond to non-verbal cues, making the interaction more natural and comfortable for young users.

Implications: These findings highlight the need for digital health and safety technologies in kindergartens to evolve, prioritizing child agency through user-friendly designs and reliable functionality. Enhancing these aspects may empower children to take an active role in their own well-being and foster a more engaging and autonomous learning environment.

Authors

• Wenwei Luo, Shanghai Normal University

• Xiaoyu Wu, University of Michigan

• Huihua He, Shanghai Normal University

• Minqi Gao, Shanghai Normal University

• Ilene R. Berson, University of South Florida

• Michael J. Berson, University of South Florida

• Linhui Li, Shanghai Normal University