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Спутники
РН
SpaceX
Роскосмос
NASA
СпутникиРНSpaceXРоскосмосNASAEmbodied social robots (ESRs) are increasingly discussed in early childhood education, yet evidence on their relation to preschoolers’ social–emotional competence (SEC) remains fragmented. This scoping review synthesizes 25 peer-reviewed studies involving preschool-aged children and maps 86 child-level SEC findings across six condensed domains, measurement approaches, robot/intervention characteristics, and implementation contexts. Findings were mixed. Positive results were most often reported for proximal indicators of participation, engagement, and communication, whereas broader or more complex SEC-related outcomes showed more no-effect or mixed patterns. Outcome patterns also varied by methodology: behavioral observation and structured tasks more often captured positive change than interviews or system-recorded indicators, which were rarely supported by documented reliability or validation procedures. Only about one-third of findings reported psychometric validation. Most interventions relied on low-autonomy, non-personalized robots embedded in adult-guided activities, with uneven reporting of technical stability, implementation fidelity, and teacher preparedness/involvement. Overall, current evidence supports a cautious interpretation of ESRs as bounded, teacher-mediated supports rather than stand-alone solutions and points to the need for stronger measurement reporting, more ecologically grounded classroom research, and clearer ethical safeguards.
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