Raya Jones, Cardiff University, GB

Ethical standpoints regarding robots for children are polarized, yet there is insufficient evidence to substantiate either position. This is compounded by the multiplicity of lenses through which child-robot interactions are investigated. This paper explores implications for translating knowledge from robotics to developmental psychology. The concept of a ‘care-receiving robot’ is a case in point, favorably reviewed here though the manner of its testing discloses the need for a conceptual framework that takes into robotics, processes of child development, sociocultural expectancies about optimal development, and factors affecting research priorities.