Pedagogical innovation with robotic infant simulators: Australian teacher educators’ experiential lens in advancing infant and toddler placements

Infant-toddler education demands specialised pedagogical approaches, yet teacher education programs often lack focused coursework in this area. While practicum experiences are vital, research on effectively preparing teachers for infant-toddler settings remains limited, potentially leaving preservice teachers ill-equipped for the specific demands of caring for very young children. This study addresses this gap by examining how robotic baby simulations can enhance preservice teachers’ readiness for infant-toddler placements. Employing collaborative autoethnography, two teacher educators analyse their experiences integrating robotic simulations into early childhood programs. Findings reveal both the possibilities and tensions of using robotic simulations, highlighting the need for intentional pedagogy when integrating them into teacher preparation. The paper concludes by advocating for further research into integrating robotic simulations to improve teacher preparation, supported by insights from mentors in the infant-toddler sector.