The need for critically reflecting on the deceptive nature of advanced technologies, such as social robots, is urging academia and civil society to rethink education and the skills needed by future generations. The promotion of critical thinking, however, remains largely unaddressed within the field of educational robotics. To address this gap and question if and how robots can be used to promote critical thinking in young children's education, we conducted an explorative design study named Bringing Shybo Home. Through this study, in which a robot was used as a springboard for debate with twenty 8- to 9-year-old children at school, we exemplify how the deceptive nature of robots, if embraced and magnified in order for it to become explicitly controversial, can be used to nurture children's critical mindset.

Despite the Child-Computer Interaction (CCI) community's rapid growth in the past two decades, there has traditionally been less focus on developing a curriculum to teach CCI to students. This entails a risk for a gap between the accumulation of knowledge and the transfer of this knowledge to new generations of researchers and designers. Building on previous workshops organized at IDC 2011 and 2014, the goal of this workshop is to gauge the current state of teaching CCI to undergraduate, graduate and doctoral students. More specifically, the workshop aims to re-evaluate previous lessons learned, stimulate reflection on best practices, facilitate an exchange of knowledge, and provide a forum for international collaboration. The envisioned outcome is a blueprint for a CCI curriculum that can be taught anywhere in the world.