[{"language":[{"iso":"eng"}],"_id":"24901","user_id":"68836","department":[{"_id":"749"}],"abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:p>In child–robot interaction (cHRI) research, many studies pursue the goal to develop interactive systems that can be applied in everyday settings. For early education, increasingly, the setting of a kindergarten is targeted. However, when cHRI and research are brought into a kindergarten, a range of ethical and related procedural aspects have to be considered and dealt with. While ethical models elaborated within other human–robot interaction settings, e.g., assisted living contexts, can provide some important indicators for relevant issues, we argue that it is important to start developing a systematic approach to identify and tackle those ethical issues which rise with cHRI in kindergarten settings on a more global level and address the impact of the technology from a macroperspective beyond the effects on the individual. Based on our experience in conducting studies with children in general and pedagogical considerations on the role of the institution of kindergarten in specific, in this paper, we enfold some relevant aspects that have barely been addressed in an explicit way in current cHRI research. Four areas are analyzed and key ethical issues are identified in each area: (1) the institutional setting of a kindergarten, (2) children as a vulnerable group, (3) the caregivers’ role, and (4) pedagogical concepts. With our considerations, we aim at (i) broadening the methodology of the current studies within the area of cHRI, (ii) revalidate it based on our comprehensive empirical experience with research in kindergarten settings, both laboratory and real-world contexts, and (iii) provide a framework for the development of a more systematic approach to address the ethical issues in cHRI research within kindergarten settings.</jats:p>"}],"status":"public","type":"journal_article","publication":"International Journal of Social Robotics","title":"Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective","doi":"10.1007/s12369-020-00622-3","date_updated":"2023-05-03T08:24:33Z","date_created":"2021-09-23T11:03:50Z","author":[{"first_name":"Nils Frederik","id":"43289","full_name":"Tolksdorf, Nils Frederik","orcid":"0000-0001-6093-1219","last_name":"Tolksdorf"},{"last_name":"Siebert","full_name":"Siebert, Scarlet","first_name":"Scarlet"},{"full_name":"Zorn, Isabel","last_name":"Zorn","first_name":"Isabel"},{"first_name":"Ilona","full_name":"Horwath, Ilona","id":"68836","last_name":"Horwath"},{"id":"50352","full_name":"Rohlfing, Katharina J.","last_name":"Rohlfing","first_name":"Katharina J."}],"year":"2021","citation":{"mla":"Tolksdorf, Nils Frederik, et al. “Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective.” <i>International Journal of Social Robotics</i>, 2021, pp. 129–40, doi:<a href=\"https://doi.org/10.1007/s12369-020-00622-3\">10.1007/s12369-020-00622-3</a>.","short":"N.F. Tolksdorf, S. Siebert, I. Zorn, I. Horwath, K.J. Rohlfing, International Journal of Social Robotics (2021) 129–140.","bibtex":"@article{Tolksdorf_Siebert_Zorn_Horwath_Rohlfing_2021, title={Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective}, DOI={<a href=\"https://doi.org/10.1007/s12369-020-00622-3\">10.1007/s12369-020-00622-3</a>}, journal={International Journal of Social Robotics}, author={Tolksdorf, Nils Frederik and Siebert, Scarlet and Zorn, Isabel and Horwath, Ilona and Rohlfing, Katharina J.}, year={2021}, pages={129–140} }","apa":"Tolksdorf, N. F., Siebert, S., Zorn, I., Horwath, I., &#38; Rohlfing, K. J. (2021). Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective. <i>International Journal of Social Robotics</i>, 129–140. <a href=\"https://doi.org/10.1007/s12369-020-00622-3\">https://doi.org/10.1007/s12369-020-00622-3</a>","chicago":"Tolksdorf, Nils Frederik, Scarlet Siebert, Isabel Zorn, Ilona Horwath, and Katharina J. Rohlfing. “Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective.” <i>International Journal of Social Robotics</i>, 2021, 129–40. <a href=\"https://doi.org/10.1007/s12369-020-00622-3\">https://doi.org/10.1007/s12369-020-00622-3</a>.","ieee":"N. F. Tolksdorf, S. Siebert, I. Zorn, I. Horwath, and K. J. Rohlfing, “Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective,” <i>International Journal of Social Robotics</i>, pp. 129–140, 2021, doi: <a href=\"https://doi.org/10.1007/s12369-020-00622-3\">10.1007/s12369-020-00622-3</a>.","ama":"Tolksdorf NF, Siebert S, Zorn I, Horwath I, Rohlfing KJ. Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective. <i>International Journal of Social Robotics</i>. Published online 2021:129-140. doi:<a href=\"https://doi.org/10.1007/s12369-020-00622-3\">10.1007/s12369-020-00622-3</a>"},"page":"129-140","publication_status":"published","publication_identifier":{"issn":["1875-4791","1875-4805"]},"quality_controlled":"1"},{"date_created":"2021-09-23T11:04:01Z","author":[{"first_name":"Nils Frederik","full_name":"Tolksdorf, Nils Frederik","id":"43289","last_name":"Tolksdorf","orcid":"0000-0001-6093-1219"},{"first_name":"Camilla E.","last_name":"Crawshaw","full_name":"Crawshaw, Camilla E."},{"first_name":"Katharina J.","id":"50352","full_name":"Rohlfing, Katharina J.","last_name":"Rohlfing"}],"date_updated":"2024-11-28T08:40:51Z","doi":"10.3389/feduc.2020.569615","title":"Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children's Social Referencing in Interaction","quality_controlled":"1","publication_identifier":{"issn":["2504-284X"]},"publication_status":"published","citation":{"apa":"Tolksdorf, N. F., Crawshaw, C. E., &#38; Rohlfing, K. J. (2021). Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction. <i>Frontiers in Education</i>. <a href=\"https://doi.org/10.3389/feduc.2020.569615\">https://doi.org/10.3389/feduc.2020.569615</a>","bibtex":"@article{Tolksdorf_Crawshaw_Rohlfing_2021, title={Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction}, DOI={<a href=\"https://doi.org/10.3389/feduc.2020.569615\">10.3389/feduc.2020.569615</a>}, journal={Frontiers in Education}, author={Tolksdorf, Nils Frederik and Crawshaw, Camilla E. and Rohlfing, Katharina J.}, year={2021} }","mla":"Tolksdorf, Nils Frederik, et al. “Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction.” <i>Frontiers in Education</i>, 2021, doi:<a href=\"https://doi.org/10.3389/feduc.2020.569615\">10.3389/feduc.2020.569615</a>.","short":"N.F. Tolksdorf, C.E. Crawshaw, K.J. Rohlfing, Frontiers in Education (2021).","ama":"Tolksdorf NF, Crawshaw CE, Rohlfing KJ. Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction. <i>Frontiers in Education</i>. Published online 2021. doi:<a href=\"https://doi.org/10.3389/feduc.2020.569615\">10.3389/feduc.2020.569615</a>","chicago":"Tolksdorf, Nils Frederik, Camilla E. Crawshaw, and Katharina J. Rohlfing. “Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction.” <i>Frontiers in Education</i>, 2021. <a href=\"https://doi.org/10.3389/feduc.2020.569615\">https://doi.org/10.3389/feduc.2020.569615</a>.","ieee":"N. F. Tolksdorf, C. E. Crawshaw, and K. J. Rohlfing, “Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction,” <i>Frontiers in Education</i>, 2021, doi: <a href=\"https://doi.org/10.3389/feduc.2020.569615\">10.3389/feduc.2020.569615</a>."},"year":"2021","department":[{"_id":"749"}],"user_id":"43289","_id":"24902","language":[{"iso":"eng"}],"publication":"Frontiers in Education","type":"journal_article","status":"public","abstract":[{"text":"<jats:p>Social robots have emerged as a new digital technology that is increasingly being implemented in the educational landscape. While social robots could be deployed to assist young children with their learning in a variety of different ways, the typical approach in educational practices is to supplement the learning process rather than to replace the human caregiver, e.g., the teacher, parent, educator or therapist. When functioning in the role of an educational assistant, social robots will likely constitute a part of a triadic interaction with the child and the human caregiver. Surprisingly, there is little research that systematically investigates the role of the caregiver by examining the ways in which children involve or check in with them during their interaction with another partner<jats:bold>—</jats:bold>a phenomenon that is known as social referencing. In the present study, we investigated social referencing in the context of a dyadic child–robot interaction. Over the course of four sessions within our longitudinal language-learning study, we observed how 20 pre-school children aged 4–5 years checked in with their accompanying caregivers who were not actively involved in the language-learning procedure. The children participating in the study were randomly assigned to either an interaction with a social robot or a human partner. Our results revealed that all children across both conditions utilized social referencing behaviors to address their caregiver. However, we found that the children who interacted with the social robot did so significantly more frequently in each of the four sessions than those who interacted with the human partner. Further analyses showed that no significant change in their behavior over the course of the sessions could be observed. Findings are discussed with regard to the caregiver's role during children's interactions with social robots and the implications for future interaction design.</jats:p>","lang":"eng"}]},{"author":[{"last_name":"Tolksdorf","orcid":"0000-0001-6093-1219","full_name":"Tolksdorf, Nils Frederik","id":"43289","first_name":"Nils Frederik"},{"full_name":"Viertel, Fanziska E.","last_name":"Viertel","first_name":"Fanziska E."},{"last_name":"Crawshaw","full_name":"Crawshaw, Camilla E.","first_name":"Camilla E."},{"first_name":"Katharina J.","last_name":"Rohlfing","id":"50352","full_name":"Rohlfing, Katharina J."}],"date_created":"2021-09-23T11:03:28Z","date_updated":"2024-11-28T08:42:12Z","doi":"10.1145/3459990.3465181","title":"Do Shy Children Keep more Distance from a Social Robot? Exploring Shy Children’s Proxemics with a Social Robot or a Human","publication_status":"published","quality_controlled":"1","citation":{"ieee":"N. F. Tolksdorf, F. E. Viertel, C. E. Crawshaw, and K. J. Rohlfing, “Do Shy Children Keep more Distance from a Social Robot? Exploring Shy Children’s Proxemics with a Social Robot or a Human,” 2021, doi: <a href=\"https://doi.org/10.1145/3459990.3465181\">10.1145/3459990.3465181</a>.","chicago":"Tolksdorf, Nils Frederik, Fanziska E. Viertel, Camilla E. Crawshaw, and Katharina J. Rohlfing. “Do Shy Children Keep More Distance from a Social Robot? Exploring Shy Children’s Proxemics with a Social Robot or a Human.” In <i>Interaction Design and Children</i>, 2021. <a href=\"https://doi.org/10.1145/3459990.3465181\">https://doi.org/10.1145/3459990.3465181</a>.","ama":"Tolksdorf NF, Viertel FE, Crawshaw CE, Rohlfing KJ. Do Shy Children Keep more Distance from a Social Robot? Exploring Shy Children’s Proxemics with a Social Robot or a Human. In: <i>Interaction Design and Children</i>. ; 2021. doi:<a href=\"https://doi.org/10.1145/3459990.3465181\">10.1145/3459990.3465181</a>","mla":"Tolksdorf, Nils Frederik, et al. “Do Shy Children Keep More Distance from a Social Robot? Exploring Shy Children’s Proxemics with a Social Robot or a Human.” <i>Interaction Design and Children</i>, 2021, doi:<a href=\"https://doi.org/10.1145/3459990.3465181\">10.1145/3459990.3465181</a>.","short":"N.F. Tolksdorf, F.E. Viertel, C.E. Crawshaw, K.J. Rohlfing, in: Interaction Design and Children, 2021.","bibtex":"@inproceedings{Tolksdorf_Viertel_Crawshaw_Rohlfing_2021, title={Do Shy Children Keep more Distance from a Social Robot? Exploring Shy Children’s Proxemics with a Social Robot or a Human}, DOI={<a href=\"https://doi.org/10.1145/3459990.3465181\">10.1145/3459990.3465181</a>}, booktitle={Interaction Design and Children}, author={Tolksdorf, Nils Frederik and Viertel, Fanziska E. and Crawshaw, Camilla E. and Rohlfing, Katharina J.}, year={2021} }","apa":"Tolksdorf, N. F., Viertel, F. E., Crawshaw, C. E., &#38; Rohlfing, K. J. (2021). Do Shy Children Keep more Distance from a Social Robot? Exploring Shy Children’s Proxemics with a Social Robot or a Human. <i>Interaction Design and Children</i>. <a href=\"https://doi.org/10.1145/3459990.3465181\">https://doi.org/10.1145/3459990.3465181</a>"},"year":"2021","user_id":"43289","department":[{"_id":"749"}],"_id":"24900","language":[{"iso":"eng"}],"type":"conference","publication":"Interaction Design and Children","status":"public"},{"publication":"Frontiers in Robotics and AI","type":"journal_article","abstract":[{"lang":"eng","text":"<jats:p>Temperamental traits can decisively influence how children enter into social interaction with their environment. Yet, in the field of child–robot interaction, little is known about how individual differences such as shyness impact on how children interact with social robots in educational settings. The present study systematically assessed the temperament of 28 preschool children aged 4–5 years in order to investigate the role of shyness within a dyadic child–robot interaction. Over the course of four consecutive sessions, we observed how shy compared to nonshy children interacted with a social robot during a word-learning educational setting and how shyness influenced children’s learning outcomes. Overall, results suggested that shy children not only interacted differently with a robot compared to nonshy children, but also changed their behavior over the course of the sessions. Critically, shy children interacted less expressively with the robot in general. With regard to children’s language learning outcomes, shy children scored lower on an initial posttest, but were able to close this gap on a later test, resulting in all children retrieving the learned words on a similar level. When intertest learning gain was considered, regression analyses even confirmed a positive predictive role of shyness on language learning gains. Findings are discussed with regard to the role of shyness in educational settings with social robots and the implications for future interaction design.</jats:p>"}],"status":"public","_id":"24899","department":[{"_id":"749"}],"user_id":"43289","language":[{"iso":"eng"}],"quality_controlled":"1","publication_identifier":{"issn":["2296-9144"]},"publication_status":"published","year":"2021","citation":{"apa":"Tolksdorf, N. F., Viertel, F. E., &#38; Rohlfing, K. J. (2021). Do Shy Preschoolers Interact Differently When Learning Language With a Social Robot? An Analysis of Interactional Behavior and Word Learning. <i>Frontiers in Robotics and AI</i>. <a href=\"https://doi.org/10.3389/frobt.2021.676123\">https://doi.org/10.3389/frobt.2021.676123</a>","bibtex":"@article{Tolksdorf_Viertel_Rohlfing_2021, title={Do Shy Preschoolers Interact Differently When Learning Language With a Social Robot? An Analysis of Interactional Behavior and Word Learning}, DOI={<a href=\"https://doi.org/10.3389/frobt.2021.676123\">10.3389/frobt.2021.676123</a>}, journal={Frontiers in Robotics and AI}, author={Tolksdorf, Nils Frederik and Viertel, Franziska E. and Rohlfing, Katharina J.}, year={2021} }","mla":"Tolksdorf, Nils Frederik, et al. “Do Shy Preschoolers Interact Differently When Learning Language With a Social Robot? An Analysis of Interactional Behavior and Word Learning.” <i>Frontiers in Robotics and AI</i>, 2021, doi:<a href=\"https://doi.org/10.3389/frobt.2021.676123\">10.3389/frobt.2021.676123</a>.","short":"N.F. Tolksdorf, F.E. Viertel, K.J. Rohlfing, Frontiers in Robotics and AI (2021).","ama":"Tolksdorf NF, Viertel FE, Rohlfing KJ. Do Shy Preschoolers Interact Differently When Learning Language With a Social Robot? An Analysis of Interactional Behavior and Word Learning. <i>Frontiers in Robotics and AI</i>. Published online 2021. doi:<a href=\"https://doi.org/10.3389/frobt.2021.676123\">10.3389/frobt.2021.676123</a>","ieee":"N. F. Tolksdorf, F. E. Viertel, and K. J. Rohlfing, “Do Shy Preschoolers Interact Differently When Learning Language With a Social Robot? An Analysis of Interactional Behavior and Word Learning,” <i>Frontiers in Robotics and AI</i>, 2021, doi: <a href=\"https://doi.org/10.3389/frobt.2021.676123\">10.3389/frobt.2021.676123</a>.","chicago":"Tolksdorf, Nils Frederik, Franziska E. Viertel, and Katharina J. Rohlfing. “Do Shy Preschoolers Interact Differently When Learning Language With a Social Robot? An Analysis of Interactional Behavior and Word Learning.” <i>Frontiers in Robotics and AI</i>, 2021. <a href=\"https://doi.org/10.3389/frobt.2021.676123\">https://doi.org/10.3389/frobt.2021.676123</a>."},"date_updated":"2024-11-28T08:44:59Z","author":[{"last_name":"Tolksdorf","orcid":"0000-0001-6093-1219","full_name":"Tolksdorf, Nils Frederik","id":"43289","first_name":"Nils Frederik"},{"last_name":"Viertel","full_name":"Viertel, Franziska E.","first_name":"Franziska E."},{"last_name":"Rohlfing","full_name":"Rohlfing, Katharina J.","id":"50352","first_name":"Katharina J."}],"date_created":"2021-09-23T11:02:31Z","title":"Do Shy Preschoolers Interact Differently When Learning Language With a Social Robot? An Analysis of Interactional Behavior and Word Learning","doi":"10.3389/frobt.2021.676123"},{"title":"Spracherwerb: Warum ist die Situation des gemeinsamen Buchvorlesens für die Sprachentwicklung förderlich?","author":[{"last_name":"Rohlfing","orcid":"0000-0002-5676-8233","id":"50352","full_name":"Rohlfing, Katharina J.","first_name":"Katharina J."},{"first_name":"Silke","last_name":"Fischer","full_name":"Fischer, Silke"},{"first_name":"Franziska E.","last_name":"Viertel","full_name":"Viertel, Franziska E."},{"full_name":"Grimminger, Angela","id":"57578","last_name":"Grimminger","first_name":"Angela"}],"date_created":"2025-09-02T14:27:47Z","date_updated":"2025-09-02T14:27:55Z","publisher":"Stauffenberg Verlag","citation":{"apa":"Rohlfing, K. J., Fischer, S., Viertel, F. E., &#38; Grimminger, A. (2021). Spracherwerb: Warum ist die Situation des gemeinsamen Buchvorlesens für die Sprachentwicklung förderlich? In H. M. Müller (Ed.), <i>Sprache in Therapie und neurokognitiver Forschung</i> (pp. 21–41). Stauffenberg Verlag.","short":"K.J. Rohlfing, S. Fischer, F.E. Viertel, A. Grimminger, in: H.M. Müller (Ed.), Sprache in Therapie und neurokognitiver Forschung, Stauffenberg Verlag, 2021, pp. 21–41.","bibtex":"@inbook{Rohlfing_Fischer_Viertel_Grimminger_2021, title={Spracherwerb: Warum ist die Situation des gemeinsamen Buchvorlesens für die Sprachentwicklung förderlich?}, booktitle={Sprache in Therapie und neurokognitiver Forschung}, publisher={Stauffenberg Verlag}, author={Rohlfing, Katharina J. and Fischer, Silke and Viertel, Franziska E. and Grimminger, Angela}, editor={Müller, Horst M.}, year={2021}, pages={21–41} }","mla":"Rohlfing, Katharina J., et al. “Spracherwerb: Warum ist die Situation des gemeinsamen Buchvorlesens für die Sprachentwicklung förderlich?” <i>Sprache in Therapie und neurokognitiver Forschung</i>, edited by Horst M. Müller, Stauffenberg Verlag, 2021, pp. 21–41.","ama":"Rohlfing KJ, Fischer S, Viertel FE, Grimminger A. Spracherwerb: Warum ist die Situation des gemeinsamen Buchvorlesens für die Sprachentwicklung förderlich? In: Müller HM, ed. <i>Sprache in Therapie und neurokognitiver Forschung</i>. Stauffenberg Verlag; 2021:21-41.","ieee":"K. J. Rohlfing, S. Fischer, F. E. Viertel, and A. Grimminger, “Spracherwerb: Warum ist die Situation des gemeinsamen Buchvorlesens für die Sprachentwicklung förderlich?,” in <i>Sprache in Therapie und neurokognitiver Forschung</i>, H. M. Müller, Ed. Stauffenberg Verlag, 2021, pp. 21–41.","chicago":"Rohlfing, Katharina J., Silke Fischer, Franziska E. Viertel, and Angela Grimminger. “Spracherwerb: Warum ist die Situation des gemeinsamen Buchvorlesens für die Sprachentwicklung förderlich?” In <i>Sprache in Therapie und neurokognitiver Forschung</i>, edited by Horst M. Müller, 21–41. Stauffenberg Verlag, 2021."},"page":"21-41","year":"2021","publication_status":"published","language":[{"iso":"ger"}],"user_id":"57578","_id":"61111","status":"public","editor":[{"last_name":"Müller","full_name":"Müller, Horst M.","first_name":"Horst M."}],"type":"book_chapter","publication":"Sprache in Therapie und neurokognitiver Forschung"},{"status":"public","type":"journal_article","publication":"Frontiers in Psychology","language":[{"iso":"eng"}],"user_id":"14931","department":[{"_id":"749"}],"_id":"20260","citation":{"ama":"Crawshaw CE, Kern F, Mertens U, Rohlfing K. Children’s Narrative Elaboration After Reading a Storybook Versus Viewing a Video. <i>Frontiers in Psychology</i>. 2020;11. doi:<a href=\"https://doi.org/10.3389/fpsyg.2020.569891\">10.3389/fpsyg.2020.569891</a>","chicago":"Crawshaw, Camilla E., Friederike Kern, Ulrich  Mertens, and Katharina Rohlfing. “Children’s Narrative Elaboration After Reading a Storybook Versus Viewing a Video.” <i>Frontiers in Psychology</i> 11 (2020). <a href=\"https://doi.org/10.3389/fpsyg.2020.569891\">https://doi.org/10.3389/fpsyg.2020.569891</a>.","ieee":"C. E. Crawshaw, F. Kern, U. Mertens, and K. Rohlfing, “Children’s Narrative Elaboration After Reading a Storybook Versus Viewing a Video,” <i>Frontiers in Psychology</i>, vol. 11, 2020, doi: <a href=\"https://doi.org/10.3389/fpsyg.2020.569891\">10.3389/fpsyg.2020.569891</a>.","apa":"Crawshaw, C. E., Kern, F., Mertens, U., &#38; Rohlfing, K. (2020). Children’s Narrative Elaboration After Reading a Storybook Versus Viewing a Video. <i>Frontiers in Psychology</i>, <i>11</i>. <a href=\"https://doi.org/10.3389/fpsyg.2020.569891\">https://doi.org/10.3389/fpsyg.2020.569891</a>","mla":"Crawshaw, Camilla E., et al. “Children’s Narrative Elaboration After Reading a Storybook Versus Viewing a Video.” <i>Frontiers in Psychology</i>, vol. 11, 2020, doi:<a href=\"https://doi.org/10.3389/fpsyg.2020.569891\">10.3389/fpsyg.2020.569891</a>.","short":"C.E. Crawshaw, F. Kern, U. Mertens, K. Rohlfing, Frontiers in Psychology 11 (2020).","bibtex":"@article{Crawshaw_Kern_Mertens_Rohlfing_2020, title={Children’s Narrative Elaboration After Reading a Storybook Versus Viewing a Video}, volume={11}, DOI={<a href=\"https://doi.org/10.3389/fpsyg.2020.569891\">10.3389/fpsyg.2020.569891</a>}, journal={Frontiers in Psychology}, author={Crawshaw, Camilla E. and Kern, Friederike and Mertens, Ulrich  and Rohlfing, Katharina}, year={2020} }"},"intvolume":"        11","year":"2020","doi":"10.3389/fpsyg.2020.569891","title":"Children’s Narrative Elaboration After Reading a Storybook Versus Viewing a Video","date_created":"2020-11-02T14:19:55Z","author":[{"first_name":"Camilla E.","last_name":"Crawshaw","full_name":"Crawshaw, Camilla E."},{"first_name":"Friederike","full_name":"Kern, Friederike","last_name":"Kern"},{"first_name":"Ulrich ","last_name":"Mertens","full_name":"Mertens, Ulrich "},{"last_name":"Rohlfing","full_name":"Rohlfing, Katharina","id":"50352","first_name":"Katharina"}],"volume":11,"date_updated":"2023-02-01T12:33:24Z"},{"year":"2020","citation":{"short":"K. Rohlfing, A. Grimminger, B. Wrede, in: K. Rohlfing, C. Müller-Brauers (Eds.), International Perspectives on Digital Media and Early Literacy: The Impact of Digital Devices on Learning, Language Acquisition and Social Interaction., 2020.","bibtex":"@inbook{Rohlfing_Grimminger_Wrede_2020, title={The role of caregivers in keeping a child-robot interaction going.}, booktitle={International perspectives on digital media and early literacy: The impact of digital devices on learning, language acquisition and social interaction.}, author={Rohlfing, Katharina and Grimminger, Angela and Wrede, Britta}, editor={Rohlfing, Katharina and Müller-Brauers, Claudia}, year={2020} }","mla":"Rohlfing, Katharina, et al. “The Role of Caregivers in Keeping a Child-Robot Interaction Going.” <i>International Perspectives on Digital Media and Early Literacy: The Impact of Digital Devices on Learning, Language Acquisition and Social Interaction.</i>, edited by Katharina Rohlfing and Claudia Müller-Brauers, 2020.","apa":"Rohlfing, K., Grimminger, A., &#38; Wrede, B. (2020). The role of caregivers in keeping a child-robot interaction going. In K. Rohlfing &#38; C. Müller-Brauers (Eds.), <i>International perspectives on digital media and early literacy: The impact of digital devices on learning, language acquisition and social interaction.</i>","ama":"Rohlfing K, Grimminger A, Wrede B. The role of caregivers in keeping a child-robot interaction going. In: Rohlfing K, Müller-Brauers C, eds. <i>International Perspectives on Digital Media and Early Literacy: The Impact of Digital Devices on Learning, Language Acquisition and Social Interaction.</i> ; 2020.","ieee":"K. Rohlfing, A. Grimminger, and B. Wrede, “The role of caregivers in keeping a child-robot interaction going.,” in <i>International perspectives on digital media and early literacy: The impact of digital devices on learning, language acquisition and social interaction.</i>, K. Rohlfing and C. Müller-Brauers, Eds. 2020.","chicago":"Rohlfing, Katharina, Angela Grimminger, and Britta Wrede. “The Role of Caregivers in Keeping a Child-Robot Interaction Going.” In <i>International Perspectives on Digital Media and Early Literacy: The Impact of Digital Devices on Learning, Language Acquisition and Social Interaction.</i>, edited by Katharina Rohlfing and Claudia Müller-Brauers, 2020."},"date_updated":"2023-02-01T12:06:53Z","date_created":"2020-10-26T13:11:57Z","author":[{"full_name":"Rohlfing, Katharina","id":"50352","last_name":"Rohlfing","first_name":"Katharina"},{"first_name":"Angela","last_name":"Grimminger","full_name":"Grimminger, Angela","id":"57578"},{"full_name":"Wrede, Britta","last_name":"Wrede","first_name":"Britta"}],"title":"The role of caregivers in keeping a child-robot interaction going.","publication":"International perspectives on digital media and early literacy: The impact of digital devices on learning, language acquisition and social interaction.","type":"book_chapter","editor":[{"last_name":"Rohlfing","full_name":"Rohlfing, Katharina","first_name":"Katharina"},{"last_name":"Müller-Brauers","full_name":"Müller-Brauers, Claudia","first_name":"Claudia"}],"status":"public","_id":"20210","department":[{"_id":"749"}],"user_id":"14931","language":[{"iso":"eng"}]},{"title":"Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective","date_created":"2021-09-14T20:55:57Z","year":"2020","quality_controlled":"1","language":[{"iso":"eng"}],"ddc":["300"],"keyword":["Robot ethics · Kindergarten settings · Child–robot interaction · Early childhood education"],"file":[{"file_size":489035,"file_id":"24459","file_name":"Tolksdorf_etal_2020.pdf","access_level":"closed","date_updated":"2021-09-14T20:56:41Z","creator":"innem","date_created":"2021-09-14T20:56:41Z","success":1,"relation":"main_file","content_type":"application/pdf"}],"abstract":[{"lang":"eng","text":"In child–robot interaction (cHRI) research, many studies pursue the goal to develop interactive systems that can be applied in everyday settings. For early education, increasingly, the setting of a kindergarten is targeted. However, when cHRI and research are brought into a kindergarten, a range of ethical and related procedural aspects have to be considered and dealt with.While ethical models elaborated within other human–robot interaction settings, e.g., assisted living contexts, can provide some important indicators for relevant issues, we argue that it is important to start developing a systematic approach to identify and tackle those ethical issues which rise with cHRI in kindergarten settings on a more global level and address the impact of the technology from a macroperspective beyond the effects on the individual. Based on our experience in conducting studies with children in general and pedagogical considerations on the role of the institution of kindergarten in specific, in this paper,we enfold some relevant aspects that have barely been addressed in an explicit way in current cHRI research. Four areas are analyzed and key ethical issues are identified in each area: (1) the institutional setting of a kindergarten, (2) children as a vulnerable group, (3) the caregivers’ role, and (4) pedagogical concepts. With our considerations, we aim at (i) broadening\r\nthe methodology of the current studies within the area of cHRI, (ii) revalidate it based on our comprehensive empirical\r\nexperience with research in kindergarten settings, both laboratory and real-world contexts, and (iii) provide a framework for the development of a more systematic approach to address the ethical issues in cHRI research within kindergarten settings."}],"publication":"International Journal of Social Robotics","doi":"10.1007/s12369-020-00622-3","author":[{"first_name":"Nils F.","last_name":"Tolksdorf","full_name":"Tolksdorf, Nils F."},{"first_name":"Scarlet","last_name":"Siebert","full_name":"Siebert, Scarlet"},{"first_name":"Isabel","last_name":"Zorn","full_name":"Zorn, Isabel"},{"last_name":"Horwath","full_name":"Horwath, Ilona","first_name":"Ilona"},{"first_name":"Katharina J.","last_name":"Rohlfing","full_name":"Rohlfing, Katharina J.","id":"50352"}],"date_updated":"2023-02-01T12:16:11Z","citation":{"mla":"Tolksdorf, Nils F., et al. “Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective.” <i>International Journal of Social Robotics</i>, 2020, pp. 129–40, doi:<a href=\"https://doi.org/10.1007/s12369-020-00622-3\">10.1007/s12369-020-00622-3</a>.","bibtex":"@article{Tolksdorf_Siebert_Zorn_Horwath_Rohlfing_2020, title={Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective}, DOI={<a href=\"https://doi.org/10.1007/s12369-020-00622-3\">10.1007/s12369-020-00622-3</a>}, journal={International Journal of Social Robotics}, author={Tolksdorf, Nils F. and Siebert, Scarlet and Zorn, Isabel and Horwath, Ilona and Rohlfing, Katharina J.}, year={2020}, pages={129–140} }","short":"N.F. Tolksdorf, S. Siebert, I. Zorn, I. Horwath, K.J. Rohlfing, International Journal of Social Robotics (2020) 129–140.","apa":"Tolksdorf, N. F., Siebert, S., Zorn, I., Horwath, I., &#38; Rohlfing, K. J. (2020). Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective. <i>International Journal of Social Robotics</i>, 129–140. <a href=\"https://doi.org/10.1007/s12369-020-00622-3\">https://doi.org/10.1007/s12369-020-00622-3</a>","chicago":"Tolksdorf, Nils F., Scarlet Siebert, Isabel Zorn, Ilona Horwath, and Katharina J. Rohlfing. “Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective.” <i>International Journal of Social Robotics</i>, 2020, 129–40. <a href=\"https://doi.org/10.1007/s12369-020-00622-3\">https://doi.org/10.1007/s12369-020-00622-3</a>.","ieee":"N. F. Tolksdorf, S. Siebert, I. Zorn, I. Horwath, and K. J. Rohlfing, “Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective,” <i>International Journal of Social Robotics</i>, pp. 129–140, 2020, doi: <a href=\"https://doi.org/10.1007/s12369-020-00622-3\">10.1007/s12369-020-00622-3</a>.","ama":"Tolksdorf NF, Siebert S, Zorn I, Horwath I, Rohlfing KJ. Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective. <i>International Journal of Social Robotics</i>. Published online 2020:129-140. doi:<a href=\"https://doi.org/10.1007/s12369-020-00622-3\">10.1007/s12369-020-00622-3</a>"},"page":"129-140","publication_status":"published","has_accepted_license":"1","publication_identifier":{"issn":["1875-4791","1875-4805"]},"file_date_updated":"2021-09-14T20:56:41Z","user_id":"14931","department":[{"_id":"603"},{"_id":"749"}],"_id":"24458","status":"public","type":"journal_article"},{"language":[{"iso":"eng"}],"user_id":"14931","department":[{"_id":"749"}],"_id":"20257","status":"public","type":"journal_article","publication":"Theo Web","doi":"10.23770/tw0137","title":"Wie meinst du das? - Begriffserwerb im Religionsunterricht ","date_created":"2020-11-02T14:14:31Z","author":[{"full_name":"Kohlmeyer, Theresa","last_name":"Kohlmeyer","first_name":"Theresa"},{"full_name":"Reis, Oliver","last_name":"Reis","first_name":"Oliver"},{"full_name":"Viertel, Franziska","last_name":"Viertel","first_name":"Franziska"},{"id":"50352","full_name":"Rohlfing, Katharina","last_name":"Rohlfing","first_name":"Katharina"}],"date_updated":"2023-02-01T12:33:00Z","citation":{"bibtex":"@article{Kohlmeyer_Reis_Viertel_Rohlfing_2020, title={Wie meinst du das? - Begriffserwerb im Religionsunterricht }, DOI={<a href=\"https://doi.org/10.23770/tw0137\">10.23770/tw0137</a>}, journal={Theo Web}, author={Kohlmeyer, Theresa and Reis, Oliver and Viertel, Franziska and Rohlfing, Katharina}, year={2020} }","mla":"Kohlmeyer, Theresa, et al. “Wie Meinst Du Das? - Begriffserwerb Im Religionsunterricht .” <i>Theo Web</i>, 2020, doi:<a href=\"https://doi.org/10.23770/tw0137\">10.23770/tw0137</a>.","short":"T. Kohlmeyer, O. Reis, F. Viertel, K. Rohlfing, Theo Web (2020).","apa":"Kohlmeyer, T., Reis, O., Viertel, F., &#38; Rohlfing, K. (2020). Wie meinst du das? - Begriffserwerb im Religionsunterricht . <i>Theo Web</i>. <a href=\"https://doi.org/10.23770/tw0137\">https://doi.org/10.23770/tw0137</a>","chicago":"Kohlmeyer, Theresa, Oliver Reis, Franziska Viertel, and Katharina Rohlfing. “Wie Meinst Du Das? - Begriffserwerb Im Religionsunterricht .” <i>Theo Web</i>, 2020. <a href=\"https://doi.org/10.23770/tw0137\">https://doi.org/10.23770/tw0137</a>.","ieee":"T. Kohlmeyer, O. Reis, F. Viertel, and K. Rohlfing, “Wie meinst du das? - Begriffserwerb im Religionsunterricht ,” <i>Theo Web</i>, 2020, doi: <a href=\"https://doi.org/10.23770/tw0137\">10.23770/tw0137</a>.","ama":"Kohlmeyer T, Reis O, Viertel F, Rohlfing K. Wie meinst du das? - Begriffserwerb im Religionsunterricht . <i>Theo Web</i>. Published online 2020. doi:<a href=\"https://doi.org/10.23770/tw0137\">10.23770/tw0137</a>"},"year":"2020"},{"title":"International Perspectives on Digital Media and Early Literacy","doi":"10.4324/9780429321399","date_updated":"2023-02-01T12:32:40Z","date_created":"2020-11-02T14:08:11Z","year":"2020","citation":{"bibtex":"@book{Rohlfing_Müller-Brauers_2020, title={International Perspectives on Digital Media and Early Literacy}, DOI={<a href=\"https://doi.org/10.4324/9780429321399\">10.4324/9780429321399</a>}, year={2020} }","short":"K.J. Rohlfing, C. Müller-Brauers, eds., International Perspectives on Digital Media and Early Literacy, 2020.","mla":"Rohlfing, Katharina J., and Claudia Müller-Brauers, editors. <i>International Perspectives on Digital Media and Early Literacy</i>. 2020, doi:<a href=\"https://doi.org/10.4324/9780429321399\">10.4324/9780429321399</a>.","apa":"Rohlfing, K. J., &#38; Müller-Brauers, C. (Eds.). (2020). <i>International Perspectives on Digital Media and Early Literacy</i>. <a href=\"https://doi.org/10.4324/9780429321399\">https://doi.org/10.4324/9780429321399</a>","ama":"Rohlfing KJ, Müller-Brauers C, eds. <i>International Perspectives on Digital Media and Early Literacy</i>.; 2020. doi:<a href=\"https://doi.org/10.4324/9780429321399\">10.4324/9780429321399</a>","chicago":"Rohlfing, Katharina J., and Claudia Müller-Brauers, eds. <i>International Perspectives on Digital Media and Early Literacy</i>, 2020. <a href=\"https://doi.org/10.4324/9780429321399\">https://doi.org/10.4324/9780429321399</a>.","ieee":"K. J. Rohlfing and C. 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Liszkowski, “Integrated Communication System: Gesture and language acquisition in typically developing children and children with LD and DLD,” <i>Frontiers in Psychology 11</i>, 2020, doi: <a href=\"https://doi.org/10.3389/fpsyg.2020.00118\">10.3389/fpsyg.2020.00118</a>.","ama":"Lüke C, Ritterfeld U, Grimminger A, Rohlfing K, Liszkowski U. Integrated Communication System: Gesture and language acquisition in typically developing children and children with LD and DLD. <i>Frontiers in Psychology 11</i>. Published online 2020. doi:<a href=\"https://doi.org/10.3389/fpsyg.2020.00118\">10.3389/fpsyg.2020.00118</a>","bibtex":"@article{Lüke_Ritterfeld_Grimminger_Rohlfing_Liszkowski_2020, title={Integrated Communication System: Gesture and language acquisition in typically developing children and children with LD and DLD}, DOI={<a href=\"https://doi.org/10.3389/fpsyg.2020.00118\">10.3389/fpsyg.2020.00118</a>}, journal={Frontiers in Psychology 11}, author={Lüke, Carina and Ritterfeld, Ute and Grimminger, Angela and Rohlfing, Katharina and Liszkowski, Ulf}, year={2020} }","short":"C. Lüke, U. Ritterfeld, A. Grimminger, K. Rohlfing, U. Liszkowski, Frontiers in Psychology 11 (2020).","mla":"Lüke, Carina, et al. “Integrated Communication System: Gesture and Language Acquisition in Typically Developing Children and Children with LD and DLD.” <i>Frontiers in Psychology 11</i>, 2020, doi:<a href=\"https://doi.org/10.3389/fpsyg.2020.00118\">10.3389/fpsyg.2020.00118</a>.","apa":"Lüke, C., Ritterfeld, U., Grimminger, A., Rohlfing, K., &#38; Liszkowski, U. (2020). Integrated Communication System: Gesture and language acquisition in typically developing children and children with LD and DLD. <i>Frontiers in Psychology 11</i>. <a href=\"https://doi.org/10.3389/fpsyg.2020.00118\">https://doi.org/10.3389/fpsyg.2020.00118</a>"},"year":"2020","author":[{"full_name":"Lüke, Carina","last_name":"Lüke","first_name":"Carina"},{"first_name":"Ute","full_name":"Ritterfeld, Ute","last_name":"Ritterfeld"},{"id":"57578","full_name":"Grimminger, Angela","last_name":"Grimminger","first_name":"Angela"},{"last_name":"Rohlfing","id":"50352","full_name":"Rohlfing, Katharina","first_name":"Katharina"},{"last_name":"Liszkowski","full_name":"Liszkowski, Ulf","first_name":"Ulf"}],"date_created":"2020-10-26T12:03:49Z","date_updated":"2023-02-01T12:46:05Z","doi":"10.3389/fpsyg.2020.00118","title":"Integrated Communication System: Gesture and language acquisition in typically developing children and children with LD and DLD","publication":"Frontiers in Psychology 11","type":"journal_article","status":"public","department":[{"_id":"749"}],"user_id":"14931","_id":"20198","language":[{"iso":"eng"}]},{"publication":"2020 29th IEEE International Conference on Robot and Human Interactive Communication (RO-MAN)","type":"conference","status":"public","department":[{"_id":"749"}],"user_id":"43289","_id":"24904","language":[{"iso":"eng"}],"quality_controlled":"1","publication_status":"published","citation":{"apa":"Tolksdorf, N. F., &#38; Rohlfing, K. J. (2020). Parents’ Views on Using Social Robots for Language Learning. <i>2020 29th IEEE International Conference on Robot and Human Interactive Communication (RO-MAN)</i>. <a href=\"https://doi.org/10.1109/ro-man47096.2020.9223540\">https://doi.org/10.1109/ro-man47096.2020.9223540</a>","short":"N.F. Tolksdorf, K.J. Rohlfing, in: 2020 29th IEEE International Conference on Robot and Human Interactive Communication (RO-MAN), 2020.","mla":"Tolksdorf, Nils Frederik, and Katharina J. Rohlfing. “Parents’ Views on Using Social Robots for Language Learning.” <i>2020 29th IEEE International Conference on Robot and Human Interactive Communication (RO-MAN)</i>, 2020, doi:<a href=\"https://doi.org/10.1109/ro-man47096.2020.9223540\">10.1109/ro-man47096.2020.9223540</a>.","bibtex":"@inproceedings{Tolksdorf_Rohlfing_2020, title={Parents’ Views on Using Social Robots for Language Learning}, DOI={<a href=\"https://doi.org/10.1109/ro-man47096.2020.9223540\">10.1109/ro-man47096.2020.9223540</a>}, booktitle={2020 29th IEEE International Conference on Robot and Human Interactive Communication (RO-MAN)}, author={Tolksdorf, Nils Frederik and Rohlfing, Katharina J.}, year={2020} }","ieee":"N. F. Tolksdorf and K. J. Rohlfing, “Parents’ Views on Using Social Robots for Language Learning,” 2020, doi: <a href=\"https://doi.org/10.1109/ro-man47096.2020.9223540\">10.1109/ro-man47096.2020.9223540</a>.","chicago":"Tolksdorf, Nils Frederik, and Katharina J. Rohlfing. “Parents’ Views on Using Social Robots for Language Learning.” In <i>2020 29th IEEE International Conference on Robot and Human Interactive Communication (RO-MAN)</i>, 2020. <a href=\"https://doi.org/10.1109/ro-man47096.2020.9223540\">https://doi.org/10.1109/ro-man47096.2020.9223540</a>.","ama":"Tolksdorf NF, Rohlfing KJ. Parents’ Views on Using Social Robots for Language Learning. In: <i>2020 29th IEEE International Conference on Robot and Human Interactive Communication (RO-MAN)</i>. ; 2020. doi:<a href=\"https://doi.org/10.1109/ro-man47096.2020.9223540\">10.1109/ro-man47096.2020.9223540</a>"},"year":"2020","author":[{"first_name":"Nils Frederik","full_name":"Tolksdorf, Nils Frederik","id":"43289","last_name":"Tolksdorf","orcid":"0000-0001-6093-1219"},{"first_name":"Katharina J.","id":"50352","full_name":"Rohlfing, Katharina J.","last_name":"Rohlfing"}],"date_created":"2021-09-23T11:04:23Z","date_updated":"2024-11-28T08:41:40Z","doi":"10.1109/ro-man47096.2020.9223540","title":"Parents’ Views on Using Social Robots for Language Learning"},{"publication":"Companion of the 2020 ACM/IEEE International Conference on Human-Robot Interaction","type":"conference","status":"public","_id":"24903","department":[{"_id":"749"}],"user_id":"43289","language":[{"iso":"eng"}],"quality_controlled":"1","publication_status":"published","year":"2020","citation":{"mla":"Tolksdorf, Nils Frederik, et al. “Do Shy Children Behave Differently than Non-Shy Children in a Long-Term Child-Robot Interaction?” <i>Companion of the 2020 ACM/IEEE International Conference on Human-Robot Interaction</i>, 2020, doi:<a href=\"https://doi.org/10.1145/3371382.3378367\">10.1145/3371382.3378367</a>.","short":"N.F. Tolksdorf, F. Viertel, K.J. Rohlfing, in: Companion of the 2020 ACM/IEEE International Conference on Human-Robot Interaction, 2020.","bibtex":"@inproceedings{Tolksdorf_Viertel_Rohlfing_2020, title={Do Shy Children Behave Differently than Non-shy Children in a Long-term Child-robot Interaction?}, DOI={<a href=\"https://doi.org/10.1145/3371382.3378367\">10.1145/3371382.3378367</a>}, booktitle={Companion of the 2020 ACM/IEEE International Conference on Human-Robot Interaction}, author={Tolksdorf, Nils Frederik and Viertel, Fanziska and Rohlfing, Katharina J.}, year={2020} }","apa":"Tolksdorf, N. F., Viertel, F., &#38; Rohlfing, K. J. (2020). Do Shy Children Behave Differently than Non-shy Children in a Long-term Child-robot Interaction? <i>Companion of the 2020 ACM/IEEE International Conference on Human-Robot Interaction</i>. <a href=\"https://doi.org/10.1145/3371382.3378367\">https://doi.org/10.1145/3371382.3378367</a>","ama":"Tolksdorf NF, Viertel F, Rohlfing KJ. Do Shy Children Behave Differently than Non-shy Children in a Long-term Child-robot Interaction? In: <i>Companion of the 2020 ACM/IEEE International Conference on Human-Robot Interaction</i>. ; 2020. doi:<a href=\"https://doi.org/10.1145/3371382.3378367\">10.1145/3371382.3378367</a>","chicago":"Tolksdorf, Nils Frederik, Fanziska Viertel, and Katharina J. Rohlfing. “Do Shy Children Behave Differently than Non-Shy Children in a Long-Term Child-Robot Interaction?” In <i>Companion of the 2020 ACM/IEEE International Conference on Human-Robot Interaction</i>, 2020. <a href=\"https://doi.org/10.1145/3371382.3378367\">https://doi.org/10.1145/3371382.3378367</a>.","ieee":"N. F. Tolksdorf, F. Viertel, and K. J. Rohlfing, “Do Shy Children Behave Differently than Non-shy Children in a Long-term Child-robot Interaction?,” 2020, doi: <a href=\"https://doi.org/10.1145/3371382.3378367\">10.1145/3371382.3378367</a>."},"date_updated":"2024-11-28T08:42:32Z","date_created":"2021-09-23T11:04:12Z","author":[{"last_name":"Tolksdorf","orcid":"0000-0001-6093-1219","id":"43289","full_name":"Tolksdorf, Nils Frederik","first_name":"Nils Frederik"},{"last_name":"Viertel","full_name":"Viertel, Fanziska","first_name":"Fanziska"},{"first_name":"Katharina J.","full_name":"Rohlfing, Katharina J.","id":"50352","last_name":"Rohlfing"}],"title":"Do Shy Children Behave Differently than Non-shy Children in a Long-term Child-robot Interaction?","doi":"10.1145/3371382.3378367"},{"publication":"International Journal of Social Robotics","type":"journal_article","status":"public","_id":"20241","department":[{"_id":"749"}],"user_id":"43289","language":[{"iso":"eng"}],"quality_controlled":"1","year":"2020","citation":{"ieee":"N. F. Tolksdorf, S. Siebert, I. Zorn, I. Horwarth, and K. Rohlfing, “Ethical considerations of applying robots in kindergarten settings: Towards an approach from a macroperspective.,” <i>International Journal of Social Robotics</i>, 2020, doi: <a href=\"https://doi.org/10.1007/s12369-020-00622-3\">10.1007/s12369-020-00622-3</a>.","chicago":"Tolksdorf, Nils Frederik, Scarlet Siebert, Isabel Zorn, Ilona Horwarth, and Katharina Rohlfing. “Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective.” <i>International Journal of Social Robotics</i>, 2020. <a href=\"https://doi.org/10.1007/s12369-020-00622-3\">https://doi.org/10.1007/s12369-020-00622-3</a>.","ama":"Tolksdorf NF, Siebert S, Zorn I, Horwarth I, Rohlfing K. Ethical considerations of applying robots in kindergarten settings: Towards an approach from a macroperspective. <i>International Journal of Social Robotics</i>. 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