Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract
In recent years, following the Covid-19 pandemic, Early Childhood Education and Care services for children aged 0–6 have undergone a profound digital transformation, leading to the emergence of hybrid learning environments. This contribution offers a theoretical reinterpretation of children’s play as an ecologically co-constructed learning context, moving beyond the traditional dichotomy between analog and digital and highlighting the integration of technologies within educational spaces. Drawing on the theories of Bronfenbrenner and Vygotskij, an environment is outlined in which children and robots become co-protagonists of play activity. Specifically, through reinforcement learning, the robot evolves by playing, thus becoming a co-constructor of the experience and contributing to a view of learning as a dynamic process. Finally, the article reflects on the role of the professionally up-to-date educator within hybrid contexts.
