Introduction
What is this about?
This toolbox is about exploring purposes and areas in which robots can help us - and in which they cannot. In the discussion with the materials and didactic offers, children gain an insight into different areas of application of robots. By talking about the intended use and the result of the help, children can decide whether the robot is reliably doing a good job. In addition, they have the opportunity to identify side effects and make suggestions for improvement. In this way, the view of a robot changes: a mere existing object becomes an object to be designed. These activities and conversations will raise awareness of the technology and how to deal with it critically.
Children‘s point of view
Questions from children
What we know
Applicationfields of robots and AI controlled technologies
They can enter collapsed buildings and map them, fly over fires or measure radioactive radiation and thus sound out the potential danger for the rescue forces on site. Even the cleaning up of certain - for example contaminated - areas is conceivable with semi-automated robotic vehicles. The area of application is sometimes only of very specific use or of general social value.
Autonomous driving
Source Adobe Stock | Scharfsinn86
Endoscopie-Bot
Source Wikipedia | Given Imaging
Goals
Pedagogical professionals
Knowledge about voice-controlles digital assistants, automated vehicles and facial recognition
Reflecting on different pedagogical methods in the context of promoting knowledge about robots and AI
Reflecting own reservations and inner conflicts about seeking help for yourself and dealing with people needing help
Children
Understanding the different forms of technological assistance to humans
Understanding that robots are designed for specific human needs
Discussing what a robot should NOT be able to do
Learning to become a critical user of technology
Exercises
#10 Assisting robots
Materials
iPad or camera
Implementation
- Send the children on a discovery in which they have to find situations where a robot could help.
- They can document the situations with help of photos or videos.
- As a second step let the kids discuss how a robot could help in the situation.
- Example for a comic story where a robot device could help.
Variation
- As an alternative the children could play the scenes as a small theater or draw a little comic.
- Do the exercise in reverse and describe for already existing robots in which situations they help.
Reflection
Robots are always developed for a special purpose. To play the role of a developer the first step is to identify situations in which robots could be helpful.
#10 Crazy Inventions
Implementation
- The children shall develop imagine a machine to sort toys in the kindergarden (for example a machine to sort LEGO).
- How would this machine look like?
- Which parts are needed?
- Don’t look for realistic answers and imagine all kind of futuristic or crazy solutions.
- Create a carton prototype of it or a big picture or poster about it!
Reflection
All robot inventions start with an idea. Feel the process of development!The children should reflect on other technological inventions.
- Can they imagine a world without smartphone?
- How was the idea of a smartphone created?
#10 Visit a local center for robot development
Implementation
Visit a local center for robot development with your class. This can be for example a local Makerspace, RepairCafé, FabLab, University, company, media centers etc.
Book a tour and ask if they can show you their work in a interactive way.
Variation
Invite a local robot development institution to your kindergarten.
Reflection
- Get to know how people develop robots and reflect with the kids about their experience.
- What can be limits for inventions?
- What is important to know as a developer?
About this Toolbox
Toolbox #10 was created in 2022 by Susanne Schumacher, Ulrike Stadler-Altmann, Susan Richter
The project "I'm not a Robot: working with artificial intelligence in early childhood education" is co-funded by the Erasmus+ program of the European Union. The European Commission´s support for the production of this publication does not constitute an endorsement of the contents which reflect views only of the authors. The commission cannot be held responsible for any use which may be made of the information contained therein.
This work is licensed under: Attribution-NonCommercial-ShareAlike 4.0 International