# Smart Toys in Early Childhood and Primary Education:
### A Definition of Smart Toys  
The development of digital technologies and the Internet over the last decades has also affected the toys sector. As toys play a significant role in children's evolution, the scientific community has been methodically involved in exploring the application of technology on them and how children interact with toys. This research is part of the broad area of child-computer interaction (CCI). The CCI has been evolved since the early 1980s. Over the years, research in this field has changed in terms of the tools used, including children's age range, needs, interests and socio-economic environment [9]. According to [PERSON] and [PERSON] [10], the child-computer interaction concerns the \"Study of activities, behaviours, concerns and abilities of children as they interact with computer technologies, often with the help of others (mainly adults) in situations that they partly control\". This scientific area studies, among other things, the application of technology in traditional toys in order to optimize the interaction of children with them. The age range of children studied in this field ranges between 2 and 13 years old. [PERSON] and his research group from Lifelong Kindergarten of MIT was one of the first researchers that talked about digital objects aimed at helping children to learn [11]. Through this program, which he led, he tried to study how the construction theory of learning (constructionism), developed by [PERSON] [12], could be implemented by technological means. This research resulted in a series of educational tools called \"Digital Manipulatives\", which incorporated computing capabilities into traditional toys, such as cubes and balls. Thus, these digital objects are considered the first smart toys. In the bibliography, the term smart toys is used to describe toys on which digital features such as software or digital materials such as sensors have been added [13; 14]. These types of toys provide a more interactive environment than traditional toys, in which children can develop their cognitive, social and behavioural skills [15]. As [PERSON] and [PERSON] point out [1], the enrichment of traditional toys with features enables them to develop their imagination in a more creative environment. In another definition, smart toys are those toys that incorporate microcontrollers and can communicate with computers [16]. Since new technological tools are constantly developing, we can say that the definition of smart toys is constantly changing. In addition, the term smart toys can be defined as a type of toy that incorporates tangible objects and electronic components such as sensors and accelerometers and enables two-way interaction between the child and the toy. In this way, these toys can perceive the world around them and react accordingly [15]. They also support communication skills by allowing designers to integrate digital elements into traditional toys, such as 3D objects, which were previously only available in electronic toys [17]. Another modern definition of smart toys based on current technological data and adding to the ones mentioned above refers to these as wireless-networked, sensor-enhanced toys with a data management system. For example, such a toy can provide vocal, visual, kinetic or other feedback and recognise the voice, physical movements and space placement [18]. Numerous studies were carried out to evaluate such toys, mainly in terms of their effect on children. For example, [PERSON] et al. [13; 19] developed smart toys to support digital storytelling activities. Their studies showed a positive effect of these toys on children. At the same time, these toys enable children to learn through exploration, trial and error, collaboration, experimentation and simulation. However, it should be noted that not all technology-equipped toys are smart toys. There should be a clear distinction between smart toys and toys that carry technological elements.