Modern and convenient household cleaning tools have brought a lot of fun to human life. Among them, the robot vacuum cleaner has become one of the important fun members of the family.
The robot vacuum cleaner has fundamentally changed the daily cleaning activities of the house. At the same time, cleaning housework also constitutes an important part of the child's development path. This effect is large or small.
We can often see in pet family videos: cats like to ride through the house on a robot vacuum cleaner.
Of course, transporting pets is not the intended purpose of the robot vacuum cleaner. The robot vacuum cleaner adopts sensor-guided automatic vacuuming technology and a digital-oriented schedule to free people from some household cleaning tasks.
Aside from pets and cleaning, how can the circular robots hovering around the home floor have a lasting effect on your child's development?
Robotics researchers have found that the products of this type of technology can cause children to " adapt " to their behavior, and children will form a pseudo-social connection with the robot vacuum cleaner.
For example, naming it and describing its personality.
This phenomenon occurs in children in the form of " friendship ".
Robot research scholars further pointed out that children will deliberately create chaos to test the function of the sweeping robot.
So, what happens when the child as the owner interacts with the robot " friend "?
Robotics researchers have shown that a useful framework for understanding how technology affects children’s development is the analysis of ecological cultural activities.
Based on this framework, we have developed a resource set of " Choose Your Future ", which will help evaluate the results of this impact on future development.
How does a technology change activity?
There are the following parameters:
Goals and values
A-The people involved (the relationship we participated in during the event) or the people affected
Actual skills and behaviors (i.e. scripts to complete the activity)
C-The type of emotion and participation experienced
Related research scholars briefly divided " doing housework " into two versions:
" Use a broomstick " and " Use a robot vacuum cleaner ".
Our conclusions reflect the differences that children may take in their development paths-if the activities or parameter descriptions discussed are in line with children’s lives, this will become routine.
What does the child practice physically, what to learn regularly through informal processes, or what worldviews are exposed to them?
The choice in this activity-using a broom or using a robot vacuum cleaner has become one of the many stepping stones on the road to children's development.
According to its surrounding environment and popularity, it will have a small or large impact.
Based on our analysis (with reservations-this is by no means a complete study, It is expected that different people's answers will be different, etc.), I took the liberty to choose four differences:
The following brief discussion:
1-Self-satisfaction or reward
Participating and working hard to complete tasks can be a very rewarding experience.
For some of us, the manual and physical effort invested in cleaning the house will feel " beneficial " and " fulfilling ".
Although the robot vacuum is characterized by its excitement for technology (ie " very cool technology " and " enthusiasm for technology " ), it is not seen as triggering the kind of deep and beneficial psychology that generates rewards from its efforts.
Experience-an experience, which is related to intrinsic motivation, is considered to be very important for children's participation and education.
2-Human virtues and technical know-how
For skill and script categories, the use of brooms to sweep the floor resulted in more human virtues being incorporated.
It is worth noting that you must be " diligence or careful " and " thorough " to really sweep all corners, be patient, and actively participate.
These are social and personal skills and should not be minimized because they are useful and desirable for the development of children.
Robots provide the development of technical knowledge, and technical knowledge also extends to preparing a house for technology to make it easy to use, thereby establishing a kind of " partnership ".
As expected from any electronic household product, the use of robot vacuum cleaners has been repeatedly labeled as requiring electricity and more natural resources.
Over time, these items become normalized and may be seen as household “ needs ”, thus hindering critical reflection on their inherent energy and resource use.
In the case of using a robot vacuum cleaner to clean, it can be said that the " time factor " takes precedence over the " natural resource factor ", which can be passed on to children as a value.
As mentioned above, patience is marked as a sweeping skill, which of course takes a certain amount of time.
In addition, sweeping the floor with a broom is described as " family contribution "-perhaps family members spend time together cleaning the house or doing something beneficial to the family.
In contrast, using robot vacuum cleaners is labeled as " efficient " and " allows more time for colleagues and family " so that family members can spend time together in other ways, which may also be beneficial.
This time allocation effectively divides household activities and cleaning activities into different categories.
This may affect how children learn to establish connections and function within the family/family unit.
These are just some preliminary comparisons drawn from our notes on cleaning robots introduced into children's lives.
Even if it is relatively simple, " daily " innovation is essentially a social and public process, and regularization can change the development process.
We must have the ability to think about these differences in our environment and, based on the values we consider important (for example, developing technical knowledge or diligence in our team’s analysis), carefully decide what we need in our lives ).
As part of our " choose your own future " resource, we have developed a " value navigation system " in which settings and signals are filled in to reflect the values, relationships, skills and scripts, resources, and emotional participation we want, which will guide our lives and the lives of our children.