Guidance in storytelling tables supports emotional development in kindergartners

Abstract Promoting the social-emotional development of kindergartners is special relevance as will lay foundations for emotion regulation in later childhood and adulthood stages. Considering that tangible storytelling tables are already used language literacy skills kindergarten, we addressed problem designing a intervention aimed at suitable such context by using an emotional laden story content embedding guidance method can be implemented with either human or robot guide to enhance learning setting. The study considered two guided activities (one traditional teacher, one which was provided robot) control condition without additional guidance. three conditions were compared terms kindergartners’ enactment process, recognition test recall test. results show properly supported naming, children involvement goal completion during activity whereas gain on recognition. revealed both did not differ significantly performance tests but outperform control. In view results, this research helpful researchers teachers create informed way range environments kindergarten class based tables, guidance, support. Future work may further investigate how specific interaction issues concerning embodiment (e.g., voice behavioral cues direct children’s attention) might performance.