Is there a space for “A” and “R” in early childhood STEM education?

This chapter is an attempt to deal with the problem as to date there is no research about how Internet of Toys (IoToys), particularly robotic technologies, facilitate children's STEM-based play. The main research question explored in this chapter is in what ways educators introduce robotic technologies for children's STEM-based play and emergent learning in early childhood education (ECE) contexts. In this Australian qualitative study, three educators intentionally integrated IoToys such as robotic toys in children's play experiences to develop children's STEM literacy skills. We were particularly interested in children's emergent learning during play as evidenced through children's drawings of story maps, constructed artefacts and how they enact their imagination to become creative. Findings from the educators' reflective journal documentation, video observations of children's play with the robots in ECE settings and artefact analysis revealed 1) how child-centred creative inquiry was fluid in following from the child's direct experiences and interactions with the robotic toys and 2) extending their free-flow play in learning STEM-based concepts (e.g. science and mathematics), thus shaping children's STEM literacy. Children's learning was flourishing to the degree that the child becomes curious and activates their real-world thinking and creative inquiry skills, including learning of scientific and mathematical language. The use of robots, physical programming and coding encouraged children's development of computational thinking and spatial reasoning. The chapter provides practical examples of how robotic integration might be conceptualised as an approach to introduce STREAM (Science, Technology, Robotics, Engineering, AI and Mathematics)-based play and spark children's STREAM learning in interdisciplinary ways within ECE contexts.