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TechnologicalPhonological advancementsawareness arebegins reshapingto thedevelop educationalin landscape,children's emphasizingpreschool theage, importancewhich refers to recognizing linguistic units smaller than words (Shankweiler et al., 1995). Measures of digitalphonological competenciesnaming and phonological awareness in the comingpreschool decade.period Educationalproved robots,to leveragingbe artificialgood intelligence,predictors playof word recognition (Ivšac Pavliša, 2011). Artfulness in art pedagogy is based on a pivotalsuccessful rolepractice inthat shapingoften K-12uses education and fostering computational thinking, a vital skill for today's youth and their educators. This research endeavors to reveal teachers' perceptions of robots and their pedagogical implications, aiming to refine teaching practices in educational settings. Specifically, the study seeks to determine whether teachers discern between robots and non-robots, identify prevalent features in robot depictions, understand the rationale behind specific robot choices, and uncover potential misconceptions. Employing a mixed-method approach, we used the Draw-A-Robot Test (DART) and open-ended inquiries to probe teachers' conceptions of robots. Our sample comprised 107 pre-service teachers from the University of Belgrade, Faculty of Education, Serbia. Through rigorous analysis conducted by two independent evaluators, we identified the bee botart as the prevailing representationcontent of educationalactivities robots,aimed oftento depictedenrich children's understanding of everything to which children are exposed (Balić et al., 2023). The aim of this paper is to examine how art can stimulate the development of phonological awareness and phonological naming in preschool children. The sample will include children with animal-likea characteristics.chronological Furthermore,age ourbetween investigation5 uncoveredyears prevalentto misconceptionsuntil aboutstarting robots,school. sheddingThe lightfirst group of children (N=25) will be encouraged to create their own signature - their own name through fine art using different art techniques and dance for the duration of one month. The second, control group, of children (N=25) will also, during the same month, be asked to write their own name on criticala areassheet of paper in the way they want during the activities provided by the preschool curriculum to encourage the development of pre-skills in reading and writing. Both groups of children (N=50) will be tested before and after completing the activities with a test for teacherassessing development.pre-reading and writing skills PredČip (Kuvač Kraljević & Lenček, 2012). Descriptive-narrative notes and photo and video documentation will be taken during the research. The findingscontribution of this research carryis significantthat implicationsit will indicate different approaches and possibilities of improving the prerequisites for enhancingthe teacherdevelopment competenciesof regarding integrating robots in educational settings. By addressing misconceptionsreading and refiningwriting perceptions,through educatorsart canand harnessemphasize the potential of educational robotsneed to advanceenrich learningthe andpreschool teachingcurriculum experiences.
with artistic approaches.
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