Exploring adults’ use of smart speakers to shape young children’s everyday experiences

This study explores how Chinese parents and teachers use smart speakers to shape young children’s everyday experiences at home and in classrooms. Grounded in Vygotsky’s (1978) notion of everyday concepts and mediation, the study uses qualitative methods including observation diaries and interviews to collect data. Findings show smart speakers at home help structure routines and support language activities, while parents have concerns about content accuracy, social cue interpretation, and dependency. In classrooms, smart speakers bridge everyday experiences and meaningful learning and assist with peer interactions and collaborations though teachers’ mediation is needed. Teachers also regard smart speakers as ‘little teachers’ and call for content filtering and a balance with hands-on play. The study highlights the potential of smart speakers to shape children’s everyday experiences and argues for intentional adult mediation to maximize educational benefits while mitigating risks in early education.