A personalized early education guidance system

Abstract

This invention discloses a personalized early childhood education guidance system, specifically relating to the field of intelligent early childhood education technology. It acquires multimodal interaction data during parent-child activities, extracts caregiver prompts, demonstrations, and substitution timings to construct a caregiver scaffolding intervention trajectory, segments the child's task response process, and generates the child's independent ability status based on the task completion time, number of pauses, and error correction sequence within the child's autonomous response segments. Then, it calculates the caregiver scaffolding intervention contribution value based on the caregiver scaffolding intervention trajectory to correct the child's developmental profile. Finally, it matches the difficulty of the early childhood education task, the guidance content, and the parent's intervention method to output personalized early childhood education guidance results, accurately identifying and optimizing the effectiveness of personalized early childhood education guidance.

Description

Technical Field

[0001] This invention relates to the field of intelligent early childhood education technology, and more specifically, to a personalized early childhood education guidance system. Background Technology

[0002] In current family-based early education settings, personalized early education guidance methods typically rely on task completion results or behavioral data generated during parent-child activities to construct and update a child's developmental profile.

[0003] Existing methods often overlook caregiver scaffolding interventions in children's task performance during data collection. These interventions significantly impact children's actual task performance, resulting in data that mixes the child's own independent abilities with the effects of caregiver intervention. Consequently, the data upon which personalized early childhood education guidance is based fails to accurately reflect the child's level of independent development. Summary of the Invention

[0004] In order to overcome the above-mentioned defects of the prior art, embodiments of the present invention provide a personalized early childhood education guidance method and system to solve the problems mentioned in the background art.

[0005] To achieve the above objectives, the present invention provides the following technical solution:

[0006] A personalized early childhood education guidance system includes:

[0007] Interactive data acquisition module: Acquires multimodal interaction data during parent-child activities, and aligns and correlates the data according to the task event timeline to generate a sequence of parent-child activity data;

[0008] Stent identification module: Based on the data sequence of parent-child joint activities, extract the caregiver prompting time, demonstration time, and substitute operation time to construct the caregiver stent intervention trajectory;

[0009] Response Segmentation Module: Based on the caregiver scaffold intervention trajectory, the children's task response process in the parent-child joint activity data sequence is segmented to generate children's autonomous response segments and caregiver-assisted response segments;

[0010] Ability Analysis Module: Performs correlation analysis on the task completion time, number of task pauses, and order of self-correction in children's autonomous response segments to generate children's independent ability status;

[0011] The profile correction module calculates the caregiver scaffolding intervention contribution value in the child's task performance based on the child's independent ability status and caregiver assistive response segments, and corrects the child's development profile based on the caregiver scaffolding intervention contribution value.

[0012] Guidance generation module: Based on the revised child development profile, match the difficulty of early education tasks, guidance content and parental intervention methods for the corresponding stage, and output personalized early education guidance results.

[0013] In a preferred embodiment, the multimodal interaction data includes children's voice data, children's operation data, caregiver's voice data, and task event data.

[0014] In a preferred embodiment, multimodal interaction data during parent-child joint activities is acquired and correlated and aligned according to the task event timeline to generate a parent-child joint activity data sequence, specifically:

[0015] During parent-child activities, children's voice data, children's operation data, caregiver's voice data, and task event data are continuously collected.

[0016] Task event data is tagged and a task event timeline is established according to the sequence of occurrence: task initiation, child response, caregiver intervention, and task completion.

[0017] Children's voice data, children's operation data, and caregiver's voice data are mapped to event intervals corresponding to the task event timeline. The data are then correlated and aligned according to the start and end boundaries of the event intervals to generate a data sequence of parent-child joint activities.

[0018] In a preferred embodiment, the caregiver's prompting time point, demonstration action time point, and substitution action time point are extracted based on the parent-child joint activity data sequence to construct a caregiver scaffold intervention trajectory, specifically:

[0019] Traverse the data sequence of parent-child joint activities along the task event timeline, and extract the caregiver's voice data that is located before the child's response and forms a continuous temporal connection with the subsequent child's operation data as the caregiver's prompting time point;

[0020] Extract the event intervals that accompany changes in the state of the task object, are located before the child's operation data, and are adjacent to the caregiver's voice data as the demonstration action time points;

[0021] Extract the event interval that occurs during the period when the child's operation data is missing or interrupted and directly causes a change in the state of the task object as the time point for the substitute operation;

[0022] By associating the caregiver's prompts, demonstrations, and substitute actions with the order of occurrence and adjacent intervals, a caregiver scaffolding intervention trajectory is constructed.

[0023] In a preferred embodiment, the child's task response process in the parent-child joint activity data sequence is segmented based on the caregiver scaffold intervention trajectory to generate child's autonomous response segments and caregiver-assisted response segments, specifically:

[0024] Using the caregiver's prompting time, demonstration time, and substitute operation time in the caregiver's scaffold intervention trajectory as segment boundaries, continuous event intervals in the child's task response process are extracted along the task event time axis;

[0025] The continuous event interval between adjacent segment boundaries that contains only children's voice data and children's operation data, and where the change in the state of the task object is triggered by children's operation data, is defined as the child's autonomous response segment;

[0026] A continuous event interval that includes the time of caregiver prompts, the time of demonstration of actions, or the time of substitution, and is continuously connected with the subsequent child's response, is defined as a caregiver auxiliary response segment.

[0027] In a preferred embodiment, correlation analysis is performed on the task completion time, number of task pauses, and order of self-correction in the child's autonomous response segment to generate the child's independent ability status, specifically as follows:

[0028] Locate the start and end boundaries of children's autonomous response segments along the task event timeline;

[0029] Extract the duration from the first child action data point within the child's autonomous response segment to the task completion event as the task completion time;

[0030] Extract the interval segments between adjacent children's operation data that do not cause changes in the state of the task object and accumulate them to form the number of task pauses;

[0031] The autonomous error correction sequence is formed by arranging the state of the task object caused by the child's operation data from the state corresponding to the task end event to the state corresponding to the task end event.

[0032] A child's independent ability status is generated based on the correspondence between task completion time, number of task pauses, and the order of self-correction.

[0033] In a preferred embodiment, based on the child's independent ability status and the caregiver scaffolding intervention trajectory in the caregiver's assistive response segments, the caregiver scaffolding intervention contribution value in the child's task performance is calculated, and the child's developmental profile is revised based on the caregiver scaffolding intervention contribution value, specifically as follows:

[0034] Based on the caregiver's stent intervention trajectory, the caregiver's assistive response segments were divided into intervals to form stent intervention intervals corresponding to the caregiver's prompting time, demonstration time, and substitute operation time.

[0035] Extract the connection relationship of children's operation data before and after each scaffold intervention interval and the relationship of changes in task object status, and combine the task completion time, number of task pauses and self-correction sequence corresponding to the children's independent ability status to determine the degree of intervention of each scaffold intervention interval on children's task performance.

[0036] The caregiver's contribution value to stent intervention is calculated by summarizing the degree of intervention in each stent intervention zone.

[0037] The child development profile was revised based on the contribution value of caregiver scaffold intervention.

[0038] In a preferred embodiment, the modified child development profile is used to match the difficulty of early childhood education tasks, guidance content, and parental intervention methods for the corresponding stage, and personalized early childhood education guidance results are output, specifically as follows:

[0039] The child's independent ability status in the revised child development profile is mapped to the caregiver's scaffolding intervention contribution value to the stage division relationship, and the child's current corresponding stage is determined.

[0040] Match the difficulty of early childhood education tasks, guidance content, and parental intervention methods to the child's current stage;

[0041] Personalized early childhood education guidance results are generated based on the combination of the difficulty of early childhood education tasks, guidance content, and parental intervention methods.

[0042] In a preferred embodiment, the guidance content includes skills consolidation content, skills transition content, and skills expansion content, and parental intervention methods include accompanying observation, prompting guidance, and demonstration assistance.

[0043] The technical effects and advantages of the personalized early childhood education guidance system of the present invention are as follows:

[0044] By acquiring multimodal interaction data during parent-child activities and aligning it according to the task event timeline, a continuous and consistent data sequence of parent-child activities can be formed, encompassing children's speech, operational behaviors, caregiver speech, and task events. By extracting caregiver prompts, demonstrations, and assisted actions, and constructing a caregiver scaffolding intervention trajectory, the intervention process of caregivers in children's task performance can be clearly identified. By segmenting children's task response process and distinguishing between children's autonomous response segments and caregiver-assisted response segments, the interference of mixed parent-child interaction data on children's ability assessment can be reduced. By analyzing task completion time, number of task pauses, and the order of autonomous error correction, a child's independent ability status is generated, and combined with the caregiver scaffolding intervention contribution value, the child's developmental profile is revised, making the developmental profile more reflective of the child's true ability level. Finally, based on the revised child developmental profile, the difficulty of early education tasks, guidance content, and parental intervention methods are matched to improve the adaptability of personalized early education guidance results to children's actual developmental needs. Attached Figure Description

[0045] Figure 1 This is a schematic diagram of the structure of a personalized early childhood education guidance system according to the present invention. Detailed Implementation

[0046] The technical solutions of the embodiments of the present invention will be clearly and completely described below with reference to the accompanying drawings. Obviously, the described embodiments are only some embodiments of the present invention, and not all embodiments. Based on the embodiments of the present invention, all other embodiments obtained by those of ordinary skill in the art without creative effort are within the scope of protection of the present invention.

[0047] Example 1

[0048] Figure 1 The present invention discloses a personalized early childhood education guidance system, comprising:

[0049] Interactive data acquisition module: Acquires multimodal interaction data during parent-child activities, and aligns and correlates the data according to the task event timeline to generate a sequence of parent-child activity data;

[0050] Stent identification module: Based on the data sequence of parent-child joint activities, extract the caregiver prompting time, demonstration time, and substitute operation time to construct the caregiver stent intervention trajectory;

[0051] Response Segmentation Module: Based on the caregiver scaffold intervention trajectory, the children's task response process in the parent-child joint activity data sequence is segmented to generate children's autonomous response segments and caregiver-assisted response segments;

[0052] Ability Analysis Module: Performs correlation analysis on the task completion time, number of task pauses, and order of self-correction in children's autonomous response segments to generate children's independent ability status;

[0053] The profile correction module calculates the caregiver scaffolding intervention contribution value in the child's task performance based on the child's independent ability status and caregiver assistive response segments, and corrects the child's development profile based on the caregiver scaffolding intervention contribution value.

[0054] Guidance generation module: Based on the revised child development profile, match the difficulty of early education tasks, guidance content and parental intervention methods for the corresponding stage, and output personalized early education guidance results.

[0055] Acquire multimodal interaction data during parent-child activities, and align and correlate them according to the task event timeline to generate a parent-child activity data sequence, including:

[0056] Multimodal interaction data is continuously collected during parent-child activities.

[0057] Specifically, multimodal interaction data includes children's voice data, children's action data, caregiver's voice data, and task event data. The parent-child joint activity process is defined as a continuous interactive process from the initiation of the early education task to its completion, continuously collecting children's voice data, children's action data, caregiver's voice data, and task event data. Children's voice data is collected by a microphone closer to the child and includes the start and end times of the child's vocalization, audio waveform, and acquisition channel identifier. Caregiver voice data is collected by a microphone closer to the caregiver and includes the start and end times of the caregiver's vocalization, audio waveform, and acquisition channel identifier. Children's action data is generated by touchscreens, buttons, camera recognition results, or physical teaching aid sensors and includes the start and end times of the action, the identification of the object being acted upon, the type of action, and changes in the state of the task object. Task event data is generated during the execution of early childhood education tasks. Task event data includes task initiation events, child response events, caregiver intervention events, task completion events, and the time of occurrence of each event. Task event data also includes the state before the change, the state after the change, and the time of change corresponding to the state change of the task object.

[0058] The vocal segments of children's and caregiver's speech data are determined by changes in sampling frame energy. A quiet sampling interval is set before data acquisition begins. The average sampling frame energy within this interval serves as the background energy benchmark. The start time of a vocal segment is determined when the sampling frame energy continuously exceeds the non-silent threshold corresponding to the background energy benchmark, and the end time is determined when the sampling frame energy continuously falls below the non-silent threshold corresponding to the background energy benchmark. The non-silent threshold is determined based on the average sampling frame energy and the upper limit of energy fluctuation within the quiet sampling interval. For example, the non-silent threshold can be set as the average sampling frame energy plus the upper limit of energy fluctuation within the quiet sampling interval. The start time of a child's operational data is determined by the moment when the object identifier first undergoes a state change. The end time of a child's operational data is determined by the moment when the object identifier stops changing and reaches a stable state after the state change. The duration of the stable state is set based on the shortest effective operation duration in the early education task; for example, it can be set to the duration corresponding to a single click or drag-and-drop action.

[0059] Task event data is tagged and a task event timeline is established according to the sequence of occurrence: task initiation, child response, caregiver intervention, and task completion.

[0060] Specifically, when establishing the task event timeline, task event data is marked according to the order of occurrence: task initiation, child response, caregiver intervention, and task termination. The task initiation event is determined by the earliest occurrence of the early education task presentation, the start of task audio playback, or the task subject entering an operable state. The child response event is determined by the start time of the first occurrence of child audio data or the start time of child operational data after the task initiation event. The caregiver intervention event is determined by the start time of caregiver audio data after the task initiation event, or by the moment when the task subject's state changes without accompanying changes in child operational data. The task termination event is determined by the occurrence of task objective completion, task timeout, or manual termination of input. Each task event data point is written to the same time base according to its occurrence time and arranged chronologically to form the task event timeline.

[0061] Children's voice data, children's operation data, and caregiver's voice data are mapped to the event intervals corresponding to the task event timeline. The data are then correlated and aligned according to the start and end boundaries of the event intervals to generate a data sequence of parent-child joint activities.

[0062] Specifically, when children's voice data, children's operation data, caregiver's voice data, and task event data originate from different acquisition channels, the occurrence time corresponding to the task initiation event is used as a common alignment benchmark. The acquisition channel offset is obtained by subtracting the task initiation time recorded in each acquisition channel from the common alignment benchmark. Then, all acquisition times within the same acquisition channel are shifted according to the acquisition channel offset, so that children's voice data, children's operation data, caregiver's voice data, and task event data are aligned with the same time benchmark. After the shifting process, for task event data with overlapping times, the earlier occurrence time is retained as the previous event boundary, and the later occurrence time is retained as the next event boundary, forming an event interval from the previous event boundary to the next event boundary.

[0063] When mapping children's voice data, children's operation data, and caregiver's voice data to event intervals corresponding to the task event timeline, children's voice data whose start and end times both fall within the same event interval are written into the corresponding event interval; children's operation data whose start and end times both fall within the same event interval are written into the corresponding event interval; and caregiver's voice data whose start and end times both fall within the same event interval are written into the corresponding event interval. For children's voice data, children's operation data, or caregiver's voice data that cross the start and end boundaries of adjacent event intervals, the start and end boundaries of the event intervals are used as dividing points to form a first segment and a second segment. The first segment is written into the previous event interval, and the second segment is written into the next event interval. Segments that cannot fall within any event interval between the task initiation event and the task end event are marked as non-task segment acquisitions and are not written into the parent-child joint activity data sequence.

[0064] The parent-child joint activity data sequence consists of multiple event interval data records arranged chronologically according to the task event timeline. Each event interval data record includes the start time of the event interval, the end time of the event interval, the task event label, the child's voice data, the child's operation data, the caregiver's voice data, and the status changes of the task object. When generating the parent-child joint activity data sequence, the event interval data records are written sequentially from morning to evening according to the start time of the event interval, and the consistency between the end time of the previous event interval and the start time of the next event interval is maintained between adjacent event interval data records.

[0065] Based on the data sequence of parent-child joint activities, the caregiver's prompting time, demonstration time, and substitution time were extracted to construct a caregiver scaffold intervention trajectory, including:

[0066] Traverse the data sequence of parent-child joint activities along the task event timeline, and extract the caregiver's voice data that is located before the child's response and forms a continuous temporal connection with the subsequent child's operation data as the caregiver's prompting time point;

[0067] Specifically, using the task event timeline as the traversal benchmark, the event interval data records in the parent-child joint activity data sequence are read from morning to night according to the start time of the event interval. Each time the event interval data record is read, the start time of the event interval, the end time of the event interval, the task event label, the child's voice data, the child's operation data, the caregiver's voice data, and the status change of the task object are recorded. The event interval data records are then checked for continuity with adjacent event interval data records. The continuity check is based on whether there is a relationship between the end time of the previous event interval and the start time of the next event interval. Only after the continuity check is passed can the extraction of caregiver prompt time, demonstration action time, and substitute operation time proceed.

[0068] When extracting the caregiver's prompt timing, search for event interval data records containing caregiver voice data in the event interval data records from the task initiation event to the task end event. Read the start and end times of the caregiver's voice segment from the caregiver's voice data. Then, search forward along the task event timeline for subsequent child operation data. Subsequent child operation data is the first child operation data to appear after the caregiver's voice segment end time that has an operation start time, operation end time, operation object identifier, operation type, and task object status change. If the caregiver's voice segment end time is earlier than... If, between the start time of the subsequent child's operational data and the end time of the caregiver's voice segment, no task end event, no new task initiation event, and no change in the state of the task object triggered by non-child operational data occurs, the end time of the caregiver's voice segment is recorded as the caregiver's prompt time. A correspondence is established between the caregiver's prompt time, the start time of the event interval in which the caregiver's voice data is located, the end time of the event interval in which the caregiver's voice data is located, the start time of the subsequent child's operational data, and the change in the state of the task object of the subsequent child's operational data.

[0069] For multiple caregiver voice data appearing consecutively before the same child responds, the multiple caregiver voice data are arranged from morning to evening according to the start time of the caregiver's voice segment, and it is checked whether there is child operation data or task object status change between adjacent caregiver voice data. When there is no child operation data or task object status change between adjacent caregiver voice data, the multiple caregiver voice data are merged into the same prompt process, and the end time of the last caregiver voice segment in the same prompt process is recorded as the caregiver prompt time point. When there is child operation data or task object status change between adjacent caregiver voice data, the different caregiver voice data are processed separately according to the caregiver prompt time point extraction rules to form mutually independent caregiver prompt time points.

[0070] Extract the event intervals that accompany changes in the state of the task object, are located before the child's operation data, and are adjacent to the caregiver's voice data as the demonstration action time points;

[0071] Specifically, when extracting the demonstration action time point, the event interval data record located before the child's operation data is searched along the task event time axis, and the task object status change in the event interval data record is read; when there is a task object status change in the event interval data record, the time of the task object status change is earlier than the start time of the subsequent child's operation data, the task object status change does not fall between the start time and end time of the child's operation data, and the event interval data record where the task object status change is located is adjacent to the event interval data record containing the caregiver's voice data on the task event time axis, the time of the task object status change is recorded as the demonstration action time point, and a corresponding relationship is established between the demonstration action time point, the state before the change, the state after the change, the time of change, the event interval where the caregiver's voice data is located, and the subsequent child's operation data.

[0072] The adjacency relationship between caregiver voice data and event interval data records containing changes in the status of the task object is determined by the task event timeline. Adjacency relationship includes the end time of the event interval containing caregiver voice data being the same as the start time of the event interval containing changes in the status of the task object, or the end time of the event interval containing changes in the status of the task object being the same as the start time of the event interval containing caregiver voice data. When multiple changes in the status of the task object meet the condition of being located before the child's operation data and adjacent to the caregiver voice data, multiple demonstration action time points are recorded from early to late according to the time of the change in the status of the task object, and the sequential relationship between each demonstration action time point and the subsequent child's operation data is retained, so that subsequent segments can form continuous event intervals based on multiple demonstration action time points.

[0073] Extract the event interval that occurs during the period when the child's operation data is missing or interrupted and directly causes a change in the state of the task object as the time point for the substitute operation;

[0074] Specifically, when proposing a substitute operation point, the system searches for data records in the event interval where the task object's state changes along the task event timeline, and determines whether the change in the task object's state occurs during a period of missing or interrupted child operation data. Missing child operation data means that there is no child operation data in the data record of the event interval where the task object's state changes. Interrupted child operation data means that the change in the task object's state occurs after the end time of the previous child operation data operation and before the start time of the next child operation data operation. When the change in the task object's state occurs during a period of missing or interrupted child operation data, and the state after the change in the task object's state enters the executable state of the early education task or the state corresponding to the task end event, the change in the task object's state is recorded as the substitute operation point, and a correspondence is established between the substitute operation point, the state before the change, the state after the change, the change time, and the period of missing or interrupted child operation data.

[0075] Construct a caregiver scaffold intervention trajectory by associating caregiver prompts, demonstrations, and substitute actions with the time points of occurrence, adjacent intervals, and the time points of substitution.

[0076] Specifically, the caregiver's prompting time, demonstration time, and substitute operation time are uniformly sorted according to the task event timeline. The sorting time is based on the end time of the caregiver's voice segment corresponding to the caregiver's prompting time, the change time of the task object's state corresponding to the demonstration time, and the change time of the task object's state corresponding to the substitute operation time. Adjacent intervals are recorded between adjacent sorting times. The adjacent interval is represented by the time interval between the previous sorting time and the next sorting time. The adjacent interval also retains the event interval data records corresponding to the previous sorting time and the next sorting time, forming a time chain that can reflect the sequence of caregiver stent intervention.

[0077] The caregiver intervention trajectory consists of caregiver prompts, demonstrations, and substitute actions arranged in chronological order. Each caregiver prompt is recorded as a prompt type node in the caregiver intervention trajectory, each demonstration is recorded as a demonstration type node, and each substitute action is recorded as a substitute action type node. Each prompt, demonstration, and substitute action type node includes the node time, the start time of the source event interval, the end time of the source event interval, the corresponding task object status change, associated caregiver voice data, associated subsequent child action data, and adjacent intervals.

[0078] Based on caregiver scaffolding intervention trajectories, the children's task response process in the parent-child joint activity data sequence is segmented to generate children's autonomous response segments and caregiver-assisted response segments, including:

[0079] Using the caregiver's prompting time, demonstration time, and substitute operation time in the caregiver's scaffold intervention trajectory as segment boundaries, continuous event intervals in the child's task response process are extracted along the task event time axis;

[0080] Specifically, the task event timeline is used as the interception benchmark. The occurrence time corresponding to the task initiation event is used as the first boundary of the child's task response process, and the occurrence time corresponding to the task end event is used as the last boundary of the child's task response process. The caregiver's prompting time, demonstration time, and substitution time in the caregiver's intervention trajectory are used as the segment boundaries within the child's task response process. The segment boundaries are arranged in chronological order on the task event timeline, and the arrangement of the segment boundaries includes the occurrence time corresponding to the task initiation event, the caregiver's prompting time, the demonstration time, the substitution time, and the occurrence time corresponding to the task end event. The time range between adjacent segment boundaries is used as the interception interval. Within the interception interval, the event interval data records located in the parent-child joint activity data sequence are written into continuous event intervals from early to late according to the start time of the event interval. The continuous event interval retains the start time of the event interval, the end time of the event interval, the task event label, the child's voice data, the child's operation data, the caregiver's voice data, and the changes in the status of the task object.

[0081] When extracting consecutive event intervals from a child's task response process along the task event timeline, the boundaries of the preceding and following segments are read from adjacent segment boundaries. Then, event interval data records are extracted from the parent-child joint activity data sequence where the start time of the event interval is no earlier than the preceding segment boundary and the end time is no later than the following segment boundary. For event interval data records where the start time is earlier than the preceding segment boundary and the end time is later than the preceding segment boundary, the preceding segment boundary is used as the dividing point to retain the subsequent event interval data record; conversely, for event interval data records where the start time is earlier than the following segment boundary and the end time is later than the following segment boundary, the following segment boundary is used as the dividing point to retain the preceding event interval data record. Through the extraction and segmentation of event interval data records, each consecutive event interval has a clearly defined start and end time, and each consecutive event interval corresponds to a child's task response process between adjacent segment boundaries.

[0082] The continuous event interval between adjacent segment boundaries that contains only children's voice data and children's operation data, and where the change in the state of the task object is triggered by children's operation data, is defined as the child's autonomous response segment;

[0083] Specifically, when determining a child's autonomous response segment, the continuous event interval between adjacent segment boundaries is read, and the data type written within the continuous event interval is checked. A continuous event interval contains only the child's voice data and the child's action data; that is, there is no caregiver voice data, no caregiver prompting time points, no demonstration action time points, and no substitute action time points within the continuous event interval, and all changes in the task object's state within the continuous event interval can be found in corresponding child action data within the same continuous event interval. The correspondence is determined by comparing the time of the task object's state change with the start and end times of the child's action data. When the time of the task object's state change is between the start and end times of the child's action data, or when the time of the task object's state change is adjacent to the end time of the child's action data and there is no caregiver voice data, caregiver prompting time points, demonstration action time points, or substitute action time points in between, the change in the task object's state is considered to be triggered by the child's action data.

[0084] A continuous event interval is defined as a child's autonomous response segment when it contains only child's voice data and child's action data, and the change in the task object's state is triggered by the child's action data. The segment record of a child's autonomous response segment includes the segment's start time, end time, child's voice data, child's action data, the change in the task object's state, and the child's action data that triggered the change. If a continuous event interval contains multiple child action data points and multiple task object state changes, a one-to-one correspondence is established between the start time of the child's action data and the change time of the task object's state. Task object state changes that cannot be correlated with child action data are not included in the child's autonomous response segment and are transferred to the caregiver-assisted response segment determination process, thus preventing caregiver-induced task object state changes from being mixed into the child's autonomous response segment.

[0085] A continuous event interval that includes the caregiver's prompting time, demonstration time, or substitution time and is continuously connected with the subsequent child's response is defined as the caregiver's auxiliary response segment.

[0086] Specifically, when determining caregiver-assisted response segments, a continuous event interval containing the caregiver's prompt, demonstration, or substitution timing is read, and subsequent child responses are searched forward along the task event timeline. A subsequent child response is determined by the earliest child's voice or action data following the caregiver's prompt, demonstration, or substitution timing. Continuous continuity of subsequent child responses means that no task end event or new task initiation event occurs between the caregiver's prompt, demonstration, or substitution timing and the subsequent child response, and that the end time of the event interval containing the caregiver's prompt, demonstration, or substitution timing and the start time of the event interval containing the subsequent child response maintain an adjacency relationship on the task event timeline. If there is a gap in the adjacency relationship, the gap is written into the continuous event interval and marked as a no-response gap; the subsequent child response is still considered part of the caregiver-assisted response segment.

[0087] When a continuous event interval contains a caregiver prompt, demonstration, or substitution timing, and the continuous event interval is seamlessly connected to the subsequent child's response, the continuous event interval and the event interval containing the subsequent child's response are merged to form a caregiver-assisted response segment. The segment record of a caregiver-assisted response segment includes the start time of the segment, the end time of the segment, the caregiver prompt, demonstration, substitution timing, caregiver voice data, child voice data, child's action data, changes in the task subject's state, and the subsequent child's response. If a caregiver prompt, demonstration, and substitution timing simultaneously exist within the same continuous event interval, the order of appearance of multiple segment boundaries in the caregiver's stent intervention trajectory is preserved, and these multiple segment boundaries are collectively written into the same caregiver-assisted response segment.

[0088] After generating child-initiated and caregiver-assisted response segments, a boundary consistency check is performed on both. This check includes verifying that the start time of a child-initiated response segment corresponds to the previous segment boundary among adjacent segments, that the end time corresponds to the next segment boundary among adjacent segments, that the start time of a caregiver-assisted response segment covers the caregiver's prompt, demonstration, or assisted action timing, and that the end time covers subsequent child responses. After the boundary consistency check is complete, the child-initiated and caregiver-assisted response segments are reordered according to the task event timeline.

[0089] Correlation analysis was performed on the task completion time, number of task pauses, and order of self-correction in children's autonomous response segments to generate children's independent ability status, including:

[0090] Locate the start and end boundaries of children's autonomous response segments along the task event timeline;

[0091] Specifically, after the child's autonomous response segments and caregiver-assisted response segments complete boundary consistency checks and are reordered according to the task event timeline, the start and end boundaries of the child's autonomous response segments are located along the task event timeline. The start time of the child's autonomous response segment is determined by the start time of the first event interval data record in the child's autonomous response segment, and the end time of the child's autonomous response segment is determined by the end time of the last event interval data record in the child's autonomous response segment. When the beginning or end of the child's autonomous response segment is formed by segmentation boundaries, the start time of the child's autonomous response segment is taken as the start time of the continuous event interval retained after segmentation, and the end time of the child's autonomous response segment is taken as the end time of the continuous event interval retained after segmentation. The boundary location results are written into the segment record of the child's autonomous response segment, and the boundary location results include the start time of the child's autonomous response segment, the end time of the child's autonomous response segment, the child's voice data contained in the child's autonomous response segment, the child's operation data contained in the child's autonomous response segment, the task object state changes contained in the child's autonomous response segment, and the child's operation data that triggered the task object state changes.

[0092] Extract the duration from the first child action data point within the child's autonomous response segment to the task completion event as the task completion time;

[0093] Specifically, when extracting the task completion time, the children's operation data in the segment records of the children's autonomous response segments are arranged from earliest to latest according to the operation start time, and the first child's operation data in the sorted result is selected as the starting object for calculating the task completion time. The starting time for calculating the task completion time is the operation start time of the first child's operation data, and the ending time for the task completion time is the occurrence time corresponding to the task end event. When the occurrence time corresponding to the task end event is between the start time and the end time of the children's autonomous response segment, and the state corresponding to the task end event can be correlated with the state change of the task object triggered by the children's operation data, the task completion time is recorded as a continuous interval from the operation start time of the first child's operation data to the occurrence time corresponding to the task end event. The continuous interval is represented by the starting time, the ending time, and the time length between the two. The unit of measurement for the time length is consistent with the time unit of the task event time axis. For example, when the task event time axis uses milliseconds as the time unit, the task completion time uses milliseconds as the time unit.

[0094] Extract the interval segments between adjacent children's operation data that do not cause changes in the state of the task object and accumulate them to form the number of task pauses;

[0095] Specifically, when extracting the number of task pauses, all children's operation data are arranged from earliest to latest in the segment record of children's autonomous response segments, and candidate interval segments are formed by processing adjacent children's operation data. The start time of the candidate interval segment is the end time of the operation of the previous child's operation data, and the end time of the candidate interval segment is the start time of the operation of the next child's operation data. When there is no change in the task object state within the candidate interval segment, or when there is a change in the task object state within the candidate interval segment but the change in the task object state cannot establish a trigger correspondence with the previous and next children's operation data, the candidate interval segment is determined as an interval segment between adjacent children's operation data that does not trigger a change in the task object state. For each interval segment between adjacent children's operation data that does not trigger a change in the task object state, the number of task pauses is accumulated once, and the accumulated result is written to the segment record of children's autonomous response segments. At the same time, the start time, end time, and corresponding adjacent children's operation data of each interval segment between adjacent children's operation data that does not trigger a change in the task object state are retained.

[0096] The autonomous error correction sequence is formed by arranging the state of the task object caused by the child's operation data from the state corresponding to the task end event to the state corresponding to the task end event.

[0097] Specifically, when identifying the sequence of autonomous error correction, the task object state changes are read from earliest to latest according to the time of change in the segment record of the child's autonomous response. The state after each task object state change is compared with the state corresponding to the task end event. When the state after the task object state change is inconsistent with the state corresponding to the task end event, the task object state change is recorded as a deviation state node. After the deviation state node, the task object state change triggered by the child's operation data is searched along the task event timeline. When the state after the task object state change is consistent with the state corresponding to the task end event, the task object state change is recorded as a recovery state node. The sequential arrangement of the deviation state node and the recovery state node forms an autonomous error correction segment. The autonomous error correction segment includes the state before the deviation state node, the state after the deviation state node, the time of the deviation state node change, the child's operation data that triggered the deviation state node, the state before the recovery state node change, the state after the recovery state node change, the time of the recovery state node change, and the child's operation data that triggered the recovery state node.

[0098] When a child's autonomous response segment contains multiple deviation state nodes and multiple recovery state nodes, they are paired according to the time of change of the deviation state nodes from earliest to latest. Each deviation state node is associated with the earliest recovery state node that follows it. A recovery state node that has already been associated with a previous deviation state node is not associated with a subsequent deviation state node. Deviation state nodes that fail to find a recovery state node before the end of the child's autonomous response segment are recorded as unrecovered deviation state nodes. Unrecovered deviation state nodes are written into the autonomous error correction order but do not form a complete autonomous error correction segment. Multiple complete autonomous error correction segments are arranged according to the time of change of the deviation state nodes from earliest to latest. The arrangement result serves as the autonomous error correction order, which is written into the segment record of the child's autonomous response segment.

[0099] A child's independent ability status is generated based on the correspondence between task completion time, number of task pauses, and the order of self-correction.

[0100] Specifically, the task completion time, the number of task pauses, and the order of self-correction are written into the status record of the same child's self-response segment. It is also checked whether there is an end time in the task completion time, whether the number of task pauses is zero, and whether the order of self-correction includes a complete self-correction segment or a deviated state node that has not been restored. When the task completion time has an end time, the number of task pauses is zero, and the self-correction sequence does not include complete self-correction segments or nodes that have not been restored from the deviation state, the child's independent ability status is recorded as "independent direct completion status." When the task completion time has an end time, the number of task pauses is greater than zero, and the self-correction sequence does not include complete self-correction segments or nodes that have not been restored from the deviation state, the child's independent ability status is recorded as "independent paused completion status." When the task completion time has an end time and the self-correction sequence includes complete self-correction segments, the child's independent ability status is recorded as "independent error-correction completion status." When the task completion time has no end time or the self-correction sequence includes nodes that have not been restored from the deviation state, the child's independent ability status is recorded as "independent incomplete status." The child's independent ability status also retains the task completion time, the number of task pauses, the self-correction sequence, and the start and end boundaries of the child's self-response segments.

[0101] Based on the child's independent ability status and the caregiver scaffolding intervention trajectory in the caregiver's assistive response segments, the caregiver scaffolding intervention contribution value in the child's task performance is calculated, and the child's developmental profile is revised based on the caregiver scaffolding intervention contribution value, including:

[0102] Based on the caregiver's stent intervention trajectory, the caregiver's assistive response segments were divided into intervals to form stent intervention intervals corresponding to the caregiver's prompting time, demonstration time, and substitute operation time.

[0103] Specifically, when segmenting caregiver-assisted response segments according to the caregiver's scaffold intervention trajectory, the caregiver-assisted response segments are used as the processing objects. The caregiver's prompting time, demonstration action time, substitute operation time, caregiver's voice data, child's voice data, child's operation data, task object status changes, and subsequent child responses recorded in the caregiver's scaffold intervention trajectory are read. The prompting type nodes, demonstration type nodes, and substitute operation type nodes in the caregiver's scaffold intervention trajectory are used as the segmentation criteria. For prompting type nodes, the start time of the source event interval of the prompting type node is used as the start time of the scaffold intervention interval, and the end time of the operation associated with the prompting type node and subsequent child operation data is used as the end time of the scaffold intervention interval, forming a scaffold intervention interval corresponding to the caregiver's prompting time. For demonstration type nodes, the start time of the source event interval of the demonstration type node is used as the start time of the scaffold intervention interval, and the end time of the operation associated with the demonstration type node and subsequent child operation data is used as the end time of the scaffold intervention interval, forming a scaffold intervention interval corresponding to the demonstration action time. For substitute operation type nodes, the start time of the source event interval of the substitute operation type node is taken as the start time of the stent intervention interval, and the change time of the status change of the task object corresponding to the substitute operation type node is taken as the end time of the stent intervention interval, forming a stent intervention interval corresponding to the substitute operation time point. The interval record of the stent intervention interval includes the start time of the stent intervention interval, the end time of the stent intervention interval, the caregiver prompt time, the demonstration action time, the substitute operation time, the associated caregiver voice data, the associated subsequent child operation data, and the status change of the task object.

[0104] Extract the connection relationship of children's operation data before and after each scaffold intervention interval and the relationship of changes in task object status, and combine the task completion time, number of task pauses and self-correction sequence corresponding to the children's independent ability status to determine the degree of intervention of each scaffold intervention interval on children's task performance.

[0105] Specifically, when extracting the connection relationships of children's operation data before and after each stent intervention interval, the most recent children's operation data is searched along the task event timeline before the start time of the stent intervention interval, and the earliest children's operation data is searched after the end time of the stent intervention interval. The operation end time, operation object identifier, operation type, and task object status change of the most recent children's operation data are written into the operation record before the stent intervention interval, and the operation start time, operation object identifier, operation type, and task object status change of the earliest children's operation data are written into the operation record after the stent intervention interval. The connection relationship of children's operation data is determined by whether the operation object identifier is consistent between the operation record before the stent intervention interval and the operation record after the stent intervention interval, whether the operation type is continuous, and whether the operation end time and operation start time are sequentially adjacent. When the operation record before the stent intervention interval and the operation record after the stent intervention interval have the same operation object identifier, and the operation start time of the operation record after the stent intervention interval is later than the end time of the stent intervention interval, the connection relationship of children's operation data is recorded as a subsequent operation relationship of the same object. When the operation record before the stent intervention interval is missing and the operation record after the stent intervention interval exists, the connection relationship of children's operation data is recorded as a post-intervention initiation operation relationship. When there are operation records before the stent intervention interval but no operation records after the stent intervention interval, the data connection relationship of the child's operation is recorded as no subsequent operation relationship after the intervention.

[0106] When extracting the relationship between the status changes of the task object before and after each stent intervention interval, the most recent status change of the task object before the start time of the stent intervention interval, the status change of the task object within the stent intervention interval, and the earliest status change of the task object after the end time of the stent intervention interval are read along the task event time axis, and the status before the change, the status after the change, and the time of the change are recorded respectively. The relationship between the status changes of the task object is determined by the sequential relationship between the three types of status changes. When the status change of the task object within the stent intervention interval directly causes the task object to enter the state corresponding to the task end event, the relationship between the status changes of the task object is recorded as a direct completion relationship. When the status change of the task object within the stent intervention interval does not enter the state corresponding to the task end event, and the earliest status change of the task object after the end time of the stent intervention interval is triggered by subsequent child operation data and enters the state corresponding to the task end event, the relationship between the status changes of the task object is recorded as a child completion relationship after intervention. When the status change of the task object within the stent intervention interval does not enter the state corresponding to the task end event, and the earliest status change of the task object after the end time of the stent intervention interval still deviates from the state corresponding to the task end event, the relationship between the status changes of the task object is recorded as an incomplete relationship after intervention.

[0107] When determining the intervention level of each stent intervention interval on children's task performance, the connection relationship of children's operational data, the relationship of changes in the status of the task object, the task completion time corresponding to the child's independent ability status, the number of task pauses, and the order of self-correction are recorded in the intervention analysis record of the same stent intervention interval. The intervention level is generated using a graded recording method, which includes low intervention level, medium intervention level, and high intervention level. Low intervention level corresponds to a stent intervention interval with only caregiver prompting points, the connection relationship of children's operational data is the subsequent operation relationship of the same object, the relationship of changes in the status of the task object is the child's completion relationship after intervention, and the child's independent ability status is either independent direct completion or independent pause completion. Medium intervention level corresponds to a stent intervention interval with caregiver prompting points or demonstration points, the connection relationship of children's operational data is the operation relationship initiated after intervention, the relationship of changes in the status of the task object is the child's completion relationship after intervention, and the child's independent ability status is either independent pause completion or independent error correction completion. A high level of intervention corresponds to a stent intervention interval where a substitute operation point exists, or the relationship between the status change of the task object and the intervention is a direct completion relationship, or the data connection relationship of the child's operation is that there is no follow-up operation after the intervention, or the child's independent ability status is an independent but incomplete state. Only one level of intervention is recorded for each stent intervention interval; when the same stent intervention interval meets multiple intervention level conditions at the same time, the intervention levels are recorded in the order of high intervention level taking precedence over medium intervention level, and medium intervention level taking precedence over low intervention level.

[0108] The caregiver's contribution value to stent intervention is calculated by summarizing the degree of intervention in each stent intervention zone.

[0109] Specifically, low, medium, and high intervention levels are converted into cumulative intervention scores. The intervention scores are set based on the degree to which the caregiver's intervention substitutes for the child's task performance: low intervention indicates the intervention only provides cues, with a score of 1; medium intervention indicates the intervention alters the initiation or continuation of the child's action, with a score of 2; and high intervention indicates the intervention directly changes the state of the task subject or substitutes for the child's action, with a score of 3. For all intervention intervals within the same caregiver-assisted response segment, the intervention score for each interval is read from early to late according to the task event timeline, and all intervention scores are summed to obtain the caregiver's intervention contribution value. The recording format for the caregiver's intervention contribution value includes the caregiver-assisted response segment identifier, the number of intervention intervals, the intervention level for each interval, the intervention score for each interval, and the sum of all intervention scores.

[0110] Child development profile revised based on caregiver scaffold intervention contribution value;

[0111] Specifically, the process involves retrieving the profile record corresponding to the current early childhood education task from the child development profile. The child development profile is a dataset recording children's ability status according to early childhood education task categories. Profile records within the child development profile include the early childhood education task category, the child's independent ability status, task completion time, number of task pauses, order of self-correction, caregiver scaffolding intervention contribution value, and profile update time. If a corresponding profile record for the current early childhood education task does not exist in the child development profile, a new profile record is created based on the current early childhood education task category, and the child's independent ability status, task completion time, number of task pauses, order of self-correction, and caregiver scaffolding intervention contribution value are written into the corresponding profile record. The latest profile record is retained according to the profile update time.

[0112] The method for revising the child development profile is to calibrate the child's independent ability status based on the caregiver's scaffolding intervention contribution value. When the caregiver's scaffolding intervention contribution value is 0, the child's independent ability status in the development profile remains the status generated by the child's autonomous response segment. When the caregiver's scaffolding intervention contribution value is greater than 0 and the child's independent ability status is either independently completed directly or independently with pauses, the child's independent ability status in the development profile is recorded as a scaffold-assisted completion status, while simultaneously retaining the original child's independent ability status. When the caregiver's scaffolding intervention contribution value is greater than 0 and the task object's status change relationship includes an intervention-direct completion relationship, the child's independent ability status in the development profile is recorded as a caregiver-substituted completion status, while simultaneously retaining the scaffolding intervention interval that triggered the caregiver-substituted completion status. When the caregiver's scaffolding intervention contribution value is greater than 0 and the child's independent ability status is independently incomplete, the child's independent ability status in the development profile is recorded as still incomplete after scaffolding.

[0113] Based on the revised child development profile, the difficulty of early childhood education tasks, guidance content, and parental intervention methods are matched to the corresponding stage, and personalized early childhood education guidance results are output, including:

[0114] The child's independent ability status in the revised child development profile is mapped to the caregiver's scaffolding intervention contribution value to the stage division relationship, and the child's current corresponding stage is determined.

[0115] Specifically, the process involves reading the revised child development profile corresponding to the current early childhood education task, and extracting the child's independent ability status, caregiver scaffolding intervention contribution value, task completion time, number of task pauses, self-correction sequence, and current early childhood education task category from these profiles. The stage division relationship is a correspondence between the child's independent ability status and the caregiver scaffolding intervention contribution value. These relationships are pre-established according to early childhood education task categories, and each stage division relationship includes the early childhood education task category, the child's independent ability status value, the range of the caregiver scaffolding intervention contribution value, the child's current corresponding stage, the difficulty of the early childhood education task, the guidance content, and the parent's intervention method. The range of the caregiver scaffolding intervention contribution value is determined based on how it is formed, and is accumulated from the intervention scores corresponding to low, medium, and high intervention levels. For example, a caregiver scaffolding intervention contribution value of 0 corresponds to a no-scaffolding intervention range; a caregiver scaffolding intervention contribution value greater than 0 and without a high intervention level corresponds to a low-scaffolding intervention range; and a caregiver scaffolding intervention contribution value including a high intervention level corresponds to a high-scaffolding intervention range.

[0116] When mapping the child's independent ability status in the revised child development profile to the caregiver's scaffolding intervention contribution value to the stage division relationship, the stage division relationship is filtered based on the current early childhood education task category. Then, the child's independent ability status is matched with the values ​​in the filtered stage division relationship, and the caregiver's scaffolding intervention contribution value is matched with the range of values ​​in the filtered stage division relationship. If the child's independent ability status is "independent direct completion" and the caregiver's scaffolding intervention contribution value is 0, the child's current stage is determined to be the independent expansion stage. If the child's independent ability status is "independent pause completion" or "independent error correction completion" and the caregiver's scaffolding intervention contribution value is 0, the child's current stage is determined to be the independent consolidation stage. If the child's independent ability status is "scaffolded completion" and the caregiver's scaffolding intervention contribution value is within the low scaffolding intervention range, the child's current stage is determined to be the scaffolding transition stage. If the child's independent ability status is "caregiver substitution completion" or "still incomplete after scaffolding," the child's current stage is determined to be the scaffolding reconstruction stage.

[0117] Match the difficulty of early childhood education tasks, guidance content, and parental intervention methods to the child's current stage;

[0118] Specifically, when matching the difficulty of early childhood education tasks to the child's current developmental stage, a pre-established sequence of task difficulty is read from the current task category. This sequence is arranged according to the number of task objects, number of operation steps, feedback waiting time, and complexity of the state corresponding to the task completion event within the same task category. Adjacent tasks in the task difficulty sequence only change one component. If the child's current developmental stage is the independent expansion stage, an adjacent task with a higher difficulty level is selected from the task difficulty sequence. If the child's current developmental stage is the independent consolidation stage, an early childhood education task with the same difficulty level is selected from the task difficulty sequence. If the child's current developmental stage is the scaffolding transition stage, an adjacent task with a lower difficulty level is selected from the task difficulty sequence, while retaining the current task category. If the child's current developmental stage is the scaffolding reconstruction stage, an early childhood education task with fewer operation steps or a shorter state path corresponding to the task completion event is selected from the task difficulty sequence.

[0119] When matching guidance content to a child's current developmental stage, the guidance content is generated according to the child's current developmental stage, independent ability status, task completion time, number of pauses, and self-correction sequence. If the child's current developmental stage is the independent consolidation stage, the guidance content is determined as ability consolidation content. This content consists of task materials from the current early childhood education task category that have the same or similar task completion time, number of pauses, and self-correction sequence. Similarity is determined by the same number of task objects, the same number of operation steps, and the same corresponding state of the task completion event. If the child's current developmental stage is the scaffolding transition stage, the guidance content is determined as ability transition content. This content consists of task materials from the current early childhood education task category that retain the task objective but reduce the gaps in operation step prompts. If the child's current developmental stage is the independent expansion stage, the guidance content is determined as ability expansion content. This content consists of task materials from the current early childhood education task category that increase the number of task objects or add one more self-selection step. If the child's current developmental stage is the scaffolding reconstruction stage, the guidance content is determined as ability consolidation content, and it retains basic task materials directly related to the corresponding state of the task completion event.

[0120] When matching parental intervention methods to the child's current developmental stage, the intervention methods are limited to accompaniment and observation, prompting and guidance, and demonstration and assistance. If the child's current developmental stage is the independent expansion stage, the parental intervention method is accompaniment and observation. This includes waiting for the child's autonomous response after the task initiation event, not adding caregiver voice data before the child's response, and not triggering changes in the task object's state during periods of missing child action data. If the child's current developmental stage is the independent consolidation stage, the parental intervention method is either accompaniment and observation or prompting and guidance. Prompting and guidance includes providing caregiver voice data once after the interval corresponding to the number of task pauses. The caregiver voice data only includes the task object name or operation direction prompts. If the child's current developmental stage is the scaffolding transition stage, the parental intervention method is prompting and guidance. The prompting and guidance corresponds to the caregiver's prompting time and is restricted to occur after the child's response. If the child's current developmental stage is the scaffolding reconstruction stage, the parental intervention method is demonstration and assistance. Demonstration and assistance corresponds to the demonstration action time and is restricted to retaining the operation range of subsequent child responses after demonstration and assistance.

[0121] Personalized early education guidance results are generated based on the combination of the difficulty of early education tasks, guidance content, and parental intervention methods.

[0122] Specifically, the child's current developmental stage is used as a composite index, and the difficulty of the early education task, the guidance content, and the parental intervention method are written into the same guidance record. The guidance record includes the current early education task category, the child's current developmental stage, the difficulty of the early education task, the guidance content, the parental intervention method, the task execution order, and the triggering conditions. The task execution order is written in the following order: first, presenting the guidance content; then, entering the task material corresponding to the difficulty level of the early education task; and finally, implementing the parental intervention method. The triggering conditions are determined according to the child's current developmental stage. The triggering condition for accompaniment and observation is the occurrence of a task initiation event; the triggering condition for prompting and guidance is the interval segment corresponding to the number of pauses in the task after the child's response; and the triggering condition for demonstration and assistance is the need for a change in the state of the task object during a period of missing or interrupted child operation data. The generated guidance record is the personalized early education guidance result. The personalized early education guidance result retains the child's independent ability status and the caregiver's scaffolding intervention contribution value from the revised child development profile and serves as the basis for task selection when generating parent-child joint activity data sequences in the next parent-child joint activity process.

[0123] The above embodiments can be implemented, in whole or in part, by software, hardware, firmware, or any other combination thereof. When implemented using software, the above embodiments can be implemented, in whole or in part, as a computer program product. The computer program product includes one or more computer instructions or computer programs. When the computer instructions or computer programs are loaded or executed on a computer, all or part of the processes or functions described in the embodiments of this application are generated. The computer can be a general-purpose computer, a special-purpose computer, a computer network, or other programmable device. The computer instructions can be stored in a computer-readable storage medium or transmitted from one computer-readable storage medium to another. For example, the computer instructions can be transmitted from one website, computer, server, or data center to another website, computer, server, or data center via wired (e.g., infrared, wireless, microwave, etc.) means. The computer-readable storage medium can be any available medium that a computer can access or a data storage device such as a server or data center that includes one or more sets of available media. The available medium can be a magnetic medium (e.g., floppy disk, hard disk, magnetic tape), an optical medium (e.g., DVD), or a semiconductor medium. The semiconductor medium can be a solid-state drive.

[0124] Those skilled in the art will recognize that the modules and algorithm steps of the various examples described in conjunction with the embodiments disclosed herein can be implemented in electronic hardware, or a combination of computer software and electronic hardware. Whether these functions are implemented in hardware or software depends on the specific application and design constraints of the technical solution. Those skilled in the art can use different methods to implement the described functions for each specific application, but such implementation should not be considered beyond the scope of this application.

[0125] Those skilled in the art will understand that, for the sake of convenience and brevity, the specific working processes of the systems, devices, and modules described above can be referred to the corresponding processes in the foregoing method embodiments, and will not be repeated here.

[0126] In the several embodiments provided in this application, it should be understood that the disclosed systems, apparatuses, and methods can be implemented in other ways. For example, the apparatus embodiments described above are merely illustrative; for instance, the division of modules is only a logical functional division, and in actual implementation, there may be other division methods. For example, multiple modules or components may be combined or integrated into another system, or some features may be ignored or not executed. Furthermore, the coupling or direct coupling or communication connection shown or discussed may be through some interfaces; the indirect coupling or communication connection between apparatuses or modules may be electrical, mechanical, or other forms.

[0127] The modules described as separate components may or may not be physically separate. The components shown as modules may or may not be physical modules; they may be located in one place or distributed across multiple network modules. Some or all of the modules can be selected to achieve the purpose of this embodiment according to actual needs.

[0128] In addition, the functional modules in the various embodiments of this application can be integrated into one processing module, or each module can exist physically separately, or two or more modules can be integrated into one module.

[0129] If the aforementioned functions are implemented as software functional modules and sold or used as independent products, they can be stored in a computer-readable storage medium. Based on this understanding, the technical solution of this application, in essence, or the part that contributes to the prior art, or a portion of the technical solution, can be embodied in the form of a software product. This computer software product is stored in a storage medium and includes several instructions to cause a computer device (which may be a personal computer, server, or network device, etc.) to execute all or part of the steps of the methods described in the various embodiments of this application. The aforementioned storage medium includes various media capable of storing program code, such as USB flash drives, portable hard drives, read-only memory (ROM), random access memory (RAM), magnetic disks, or optical disks.

[0130] The above description is merely a specific embodiment of this application, but the scope of protection of this application is not limited thereto. Any variations or substitutions that can be easily conceived by those skilled in the art within the scope of the technology disclosed in this application should be included within the scope of protection of this application. Therefore, the scope of protection of this application should be determined by the scope of the claims.

[0131] In conclusion, the above description is only a preferred embodiment of the present invention and is not intended to limit the present invention. Any modifications, equivalent substitutions, improvements, etc., made within the spirit and principles of the present invention should be included within the protection scope of the present invention.

Claims

1. A personalized early childhood education guidance system, characterized in that, include: Interactive data acquisition module: Acquires multimodal interaction data during parent-child activities, and aligns and correlates the data according to the task event timeline to generate a sequence of parent-child activity data; Stent identification module: Based on the data sequence of parent-child joint activities, extract the caregiver prompting time, demonstration time, and substitute operation time to construct the caregiver stent intervention trajectory; Response Segmentation Module: Based on the caregiver scaffold intervention trajectory, the children's task response process in the parent-child joint activity data sequence is segmented to generate children's autonomous response segments and caregiver-assisted response segments; Ability Analysis Module: Performs correlation analysis on the task completion time, number of task pauses, and order of self-correction in children's autonomous response segments to generate children's independent ability status; The profile correction module calculates the caregiver scaffolding intervention contribution value in the child's task performance based on the child's independent ability status and caregiver assistive response segments, and corrects the child's development profile based on the caregiver scaffolding intervention contribution value. Guidance generation module: Based on the revised child development profile, match the difficulty of early education tasks, guidance content and parental intervention methods for the corresponding stage, and output personalized early education guidance results.

2. The personalized early childhood education guidance system according to claim 1, characterized in that, Multimodal interaction data includes children's voice data, children's operation data, caregiver's voice data, and task event data.

3. The personalized early childhood education guidance system according to claim 2, characterized in that, Acquire multimodal interaction data during parent-child activities, and align and correlate them according to the task event timeline to generate a data sequence of parent-child activities, specifically: During parent-child activities, children's voice data, children's operation data, caregiver's voice data, and task event data are continuously collected. Task event data is tagged and a task event timeline is established according to the sequence of occurrence: task initiation, child response, caregiver intervention, and task completion. Children's voice data, children's operation data, and caregiver's voice data are mapped to event intervals corresponding to the task event timeline. The data are then correlated and aligned according to the start and end boundaries of the event intervals to generate a data sequence of parent-child joint activities.

4. The personalized early childhood education guidance system according to claim 3, characterized in that, Based on the data sequence of parent-child joint activities, the caregiver's prompting time, demonstration time, and substitution time were extracted to construct a caregiver scaffold intervention trajectory, specifically: Traverse the data sequence of parent-child joint activities along the task event timeline, and extract the caregiver's voice data that is located before the child's response and forms a continuous temporal connection with the subsequent child's operation data as the caregiver's prompting time point; Extract the event intervals that accompany changes in the state of the task object, are located before the child's operation data, and are adjacent to the caregiver's voice data as the demonstration action time points; Extract the event interval that occurs during the period when the child's operation data is missing or interrupted and directly causes a change in the state of the task object as the time point for the substitute operation; By associating the caregiver's prompts, demonstrations, and substitute actions with the order of occurrence and adjacent intervals, a caregiver scaffolding intervention trajectory is constructed.

5. A personalized early childhood education guidance system according to claim 4, characterized in that, Based on caregiver scaffolding intervention trajectories, the children's task response process in the parent-child joint activity data sequence is segmented to generate children's autonomous response segments and caregiver-assisted response segments, specifically: Using the caregiver's prompting time, demonstration time, and substitute operation time in the caregiver's scaffold intervention trajectory as segment boundaries, continuous event intervals in the child's task response process are extracted along the task event time axis; The continuous event interval between adjacent segment boundaries that contains only children's voice data and children's operation data, and where the change in the state of the task object is triggered by children's operation data, is defined as the child's autonomous response segment; A continuous event interval that includes the time of caregiver prompts, the time of demonstration of actions, or the time of substitution, and is continuously connected with the subsequent child's response, is defined as a caregiver auxiliary response segment.

6. The personalized early childhood education guidance system according to claim 5, characterized in that, A correlation analysis was performed on the task completion time, number of task pauses, and order of self-correction in the children's autonomous response segments to generate the children's independent ability status, specifically: Locate the start and end boundaries of children's autonomous response segments along the task event timeline; Extract the duration from the first child action data point within the child's autonomous response segment to the task completion event as the task completion time; Extract the interval segments between adjacent children's operation data that do not cause changes in the state of the task object and accumulate them to form the number of task pauses; The autonomous error correction sequence is formed by arranging the state of the task object caused by the child's operation data from the state corresponding to the task end event to the state corresponding to the task end event. A child's independent ability status is generated based on the correspondence between task completion time, number of task pauses, and the order of self-correction.

7. A personalized early childhood education guidance system according to claim 6, characterized in that, Based on the child's independent ability status and the caregiver scaffolding intervention trajectory in the caregiver's assistive response segments, the caregiver scaffolding intervention contribution value in the child's task performance is calculated, and the child's developmental profile is revised based on the caregiver scaffolding intervention contribution value, specifically: Based on the caregiver's stent intervention trajectory, the caregiver's assistive response segments were divided into intervals to form stent intervention intervals corresponding to the caregiver's prompting time, demonstration time, and substitute operation time. Extract the connection relationship of children's operation data before and after each scaffold intervention interval and the relationship of changes in task object status, and combine the task completion time, number of task pauses and self-correction sequence corresponding to the children's independent ability status to determine the degree of intervention of each scaffold intervention interval on children's task performance. The caregiver's contribution value to stent intervention is calculated by summarizing the degree of intervention in each stent intervention zone. The child development profile was revised based on the contribution value of caregiver scaffold intervention.

8. A personalized early childhood education guidance system according to claim 6, characterized in that, Based on the revised child development profile, the difficulty of early childhood education tasks, guidance content, and parental intervention methods are matched to the corresponding stage, and personalized early childhood education guidance results are output, specifically: The child's independent ability status in the revised child development profile is mapped to the caregiver's scaffolding intervention contribution value to the stage division relationship, and the child's current corresponding stage is determined. Match the difficulty of early childhood education tasks, guidance content, and parental intervention methods to the child's current stage; Personalized early childhood education guidance results are generated based on the combination of the difficulty of early childhood education tasks, guidance content, and parental intervention methods.

9. A personalized early childhood education guidance system according to claim 6, characterized in that, The guidance content includes content for consolidating, transitioning, and expanding abilities. Parental intervention methods include accompanying and observing, providing guidance and prompts, and demonstrating assistance.

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