Toward a conceptualization of the internet of toys

Abstract

The Internet of Things is reshaping many households’ digital landscape and influencing children’s play and learning, especially in the form of toys that are named the Internet of Toys (IoToys). IoToys may generate a significant influence on children’s growth. While increasing attention is drawn to the IoToys, confusion around their conceptualization and use is evident. Without a thorough understanding of what the IoToys are, the progress of meaningful research on this topic will be greatly hindered. We, thus, conducted a systematic review to determine existing definitions of the IoToys using seven major databases over the past 20 years. After analyzing the definitions identified, we found that the previous definitions neglected the significance of defining “toys” in their work. The review led to a discussion around how to understand “toys” and then a more precise conceptualization of the IoToys, based on which implications for future research are offered.

Echoes of Our Favourite Childhood Figures

“…The early bonds with these significant objects, either taking the form of a person or an item (representing a person or a part of the person) and the positive and negative experiences involving them will serve as a basis for critical life lessons (Freud in Strachey, 1994;Klein, 1949;1950). However much the young brain is a miraculous 'engine', the threat is looming in every corner since playing with devices with internet access in early childhood has become natural in the daily lives of modern society (Ling et al, 2021). As a result, children (and even parents) likely have little or no control over the youth's exposure to harmful images in day-to-day interactions with the new parts of the world (Kargın, 2018;Utami et al, 2020).…”

Professional development for digital competencies in early childhood education and care

“…• The Internet of Toys (IoToys): is derived from the Internet of Things (IoT) and this refers to "a future in which digital and physical entities can be linked, by means of appropriate information and communication technologies, to enable a whole new class of applications and services" (Ling et al, 2021[58]; 2022 [234]; Miorandi et al, 2012Miorandi et al, , p. 1497). Although visionary when the term was first coined in 1999, the IoT is already operational with smartphone apps that remotely control home-based objects from distant locations, as well as wearable technology measuring owners' sleep patterns, heart rate, and exercise regimes (Sung, 2015[236]).…”

Children and teachers engaging together with digital technology in early childhood education and care institutions: a literature review

“…Other previous reviews have focused on more specific aspects of technology use, such as technology and literacy (Belo et al 2016;Burnett 2010;Kucirkova et al 2019), technology and learning (Hsin, Li, and Tsai 2014), technology in relation to healthy practices, relationships, pedagogy and digital play (Mantilla and Edwards 2019), research design and methodologies (Miller et al 2017), and the Internet of Toys (IoToys) (Ling et al 2021) (Appendix 1). The researchers highlight a need for more research focusing on the way social interactions unfold during children's engagement with digital technology (Miller et al 2017), research that includes digital and non-digital activities and the teachers' role (Belo et al 2016), and research on young children's use of a wide range of digital technologies (Burnett 2010).…”