Child-Robot Musical Theater for STEAM Education: A Case Study in Early Childhood Classrooms

Abstract

Social robots hold unique potential for STEAM (Science, Technology, Engineering, Arts, and Mathematics) education in early childhood through their engaging physical and social presence. However, developmentally appropriate programs integrating social robots for early childhood STEAM education remain limited. To address this, we developed a 7-week child–robot musical theater program featuring four modules (acting, dancing, music/sound, and drawing). We conducted a case study with 30 children aged between 17 and 65 months, their five classroom teachers, and their parents. Children reported their interest, self-efficacy, and curiosity about robots before and after each module. Teachers were interviewed at three points to share their perspectives of the program, while parents completed an online survey on integrating robots in early childhood education. Results indicated that children’s interest in robots remained consistently high, with improved self-efficacy across the program. Additionally, children’s curiosity about using robots remained high, except for a pre-post decrease in the final module on drawing. Teachers reported the positive effects of the program they have observed, as well as the concerns and suggestions. The findings from this case study suggest that musical theater activities with social robots can provide an engaging context to support young children’s STEAM education, providing initial evidence and a concrete example of how such arts-integrated robotics activities could be adapted for early childhood classroom practice.