A study of the use of R-learning content in kindergartens

Abstract

As a part of the national policy which aimed at advancing early childhood education, two types of intelligent robot platforms authenticated by KIST (Korea Institute of Science and Technology) have been disseminated to kindergarten classes all over the country. The effectiveness, the usability and capabilities of the R-learning content should be reviewed and verified throughout the practices held in the classroom. It is also very important to check if those authenticated robots have been playing the adequate roles using high quality of educational contents. The purpose of this study is to demonstrate the best R-learning practices from kindergarten classes developed by teachers and further provide basic information that is useful in continually developing the R-learning content and teaching-learning models. Two cases from the best R-learning practices were drawn and depicted in detail. The two cases were devised through teachers' voluntary involvement in an R-learning study group after robots were offered to the kindergarten classes. If R-learning can be used easily in everyday classes, it will be really inspiring and encouraging. However, it would be much more beneficial to fully understand the contents and functions of R-learning and create qualified and differentiated R-learning classes. It was suggested that to train teachers and develop and apply educational programs using R-learning at each phase, there needs to be continued interest and support for R-learning study group activities