The technology of artificial intelligence (AI) poses new challenges to humans. AI and the language-based AI-assistants form a new reality that has a direct impact on the socialization processes of children as well as on intra-family communication behavior. Nevertheless, there are research gaps in the field of AI-assistants in kindergartens and daycare centers. Only few publications describe the relevance of the topic against the background of "AI-assistants' competence" for educators. However, the increasing impact of AI-assistants into everyday life is a new challenge for educational institutions. Implications arising from the interaction between people and AI-assistants in everyday life should also be fundamentally understood by educators in order to develop a pedagogical plan. The Strategic Partnership ROBOT makes this possible by developing and testing pedagogical agency and integrating it into the curricula of the project partners. In addition, ROBOT is creating a Europe-wide applicable education module for teaching this key competence to educators. The advanced training module promotes an active, creative and conscious handling of AI-assistants as well as innovative didactic methods based on "Maker Centered Learning". In addition, e-learning units are developed for educators, which contain measures for self-reflection and knowledge review on the topic of AI-assistants. The latter is embedded in a project website, which is also an exchange forum for educators during and beyond the project. Furthermore, parents often encounter these new AI technologies without any recognizable educational intention. ROBOT therefore focuses on the educational work with children aged 0-10 years and sets an accent in the professionalization of the cooperation with parents. ROBOT thus reacts to a Europe-wide lack of practice-proven concepts and modules for a competence in the pedagogical handling of AI-assistants.
In Europe, different state framework curricula & strategies for the use of AI & digital media in pre-school education can be observed. Accordingly, the training and further education offers on these topics are different in the individual countries. Competences, acceptance, affinity but also needs for the use of AI & digital media in early childhood education differ among the pedagogical professionals or trainees in the different countries. The project picks up on existing motivations, competences, knowledge and know-how in the participating countries. The aim was to get to know the framework conditions of the individual countries and to jointly test and further develop approaches, methods and educational offers. On this basis, pedagogical materials for the application of AI & digital media in preschool education were developed, as well as possibilities to make them accessible & usable for as many educational professionals & parents in Europe as possible. At the same time, the project facilitated a lively exchange and productive collaboration between pedagogical professionals, researchers and teachers on the topic of AI & digital media in preschool education.
The widespread use of digital devices and artificial intelligence (AI) form new lifeworld realities that have a direct impact on children's socialisation processes. For preschool education, the continuous (further) development of AI poses a great challenge: On the one hand, a reflective and responsible approach to AI appears to be an important prerequisite for its productive, just, social and peaceful use. On the other hand, there is a lack of basic research, practical experience and tried and tested methods and approaches in the field of preschool education and AI. However, it is important for educators to be able to derive pedagogical possibilities for action from the implications that arise from the interaction between humans and AI in everyday life. Their integration into the pedagogical work in day care centres is increasingly becoming a necessary key competence for educators.