Telepresence Observation for Kindergarten Classroom Rating: A Pilot Study

Abstract

Quality evaluation of kindergarten classrooms is important for promoting teachers’ competencies and ensuring high-quality education. Currently, human observers physically visit kindergartens and provide assessments by observing classroom activities. However, rural areas suffer from a lack of observers, despite the high demand for quality evaluation. In this study, we proposed the use of telepresence robots in early childhood education and care, specifically for the evaluation of kindergarten classroom quality. A telepresence robot is a contemporary tool that provides both clear visibility of the teacher and the ability to hear interactions with children as a part of the classroom, while reducing the observer’s transportation cost and time. We conducted a field study in which observers evaluated the classroom both in-person and via telepresence robots. A total of 12 observation and rating scores were collected for both the quantitative and qualitative analyses. The overall quality evaluation score using telepresence observation showed no statistically significant difference from that obtained using in-person observation. In addition, the participants in this experiment showed a positive attitude toward the robot observation. However, we identified some weaknesses in current telepresence robots; for example, some observers were unable to observe instantaneous behaviors and the particularity of scenes. Telepresence robots should be improved to provide quick movement with high-quality video and sound for quality evaluation of kindergarten classrooms.

Keywords

• Kindergarten observation
• telepresence
• early childhood education and care
• field study