By adopting a multidisciplinary lens on social robots in early childhood education, this chapter presents findings from two different angles: From a sociological meta perspective, we present results on the visions of developers and users, i.e. educators, that are inscribed in social robots with respect to the role of human educators, the learning process, and the technology itself. From a psycholinguistic micro perspective, we outline an approach to make future interactions between children and social robots more responsive and child-oriented by presenting a theory-driven dialogue design in which the child’s learning process is embedded in a co-constructive, sequentially organized, and goal-directed structure of actions. Additionally, insights into long-term and complex language learning with social robots are presented. Based on our findings and proposed approaches, we derive implications and discuss ways in which social robots can be utilized as a meaningful resource in the educational landscape in the digital society, and what challenges may need to be addressed in the future.