A5091238300- Child Development and Digital Technology
- Early Childhood Education and Development
- Children's Rights and Participation
- Impact of Technology on Adolescents
- Child Therapy and Development
- ICT in Developing Communities
- Creativity in Education and Neuroscience
- Literacy, Media, and Education
- Education and Technology Integration
- Gender and Technology in Education
- Education and Critical Thinking Development
- Digital literacy in education
- Innovative Education and Learning Practices
- Child and Adolescent Health
- Education Systems and Policy
- Art Education and Development
- Educational Games and Gamification
- Digital Storytelling and Education
- Teacher Education and Leadership Studies
- Educational Innovations and Challenges
- Mobile Learning in Education
- Participatory Visual Research Methods
- Social Media and Politics
- Language Development and Disorders
- Digital Games and Media
University of Strathclyde
2016-2024
This article outlines an ecological framework for describing children's social experiences during digital play. It presents evidence from a study that explored how 3- to 5-year-old children negotiated their as they used technologies in preschool. Utilising systematic and iterative cycle of data collection analysis, interactions with 24 technological resources were examined over nine-month period across three phases. Findings reveal played clusters, exhibiting multitude behaviours varied...
Young children are often ignored or marginalised in the drive to address children’s participation and their wider set of rights. This is case generally social research, as well within field Arts-Based Education Research. article contributes growing literature on young involvement arts-based by providing a reflective account our learning playful engagement with using creative methods. small pilot project forms part larger international titled Look Who’s Talking: Eliciting Voices Children from...
This paper presents findings from an on-going international study of early childhood educators' and children's use new digital technologies, such as the Internet Toys (IoToys) pedagogic interactions which occur when these artefacts are integrated into classrooms. Based on qualitative methodology, data have been collected in four countries: Australia, Norway, Scotland England. Data collection includes observations with IoToys (written video), multimedia messages (digital images, videos),...
ABSTRACT As digital technologies have become increasingly embedded in daily family life, there has been a growing international concern about children's protection, provision and participation rights environment. Recognising this, the Committee on Rights of Child published General Comment No. 25 Children's Relation to Digital Environment (CRC, 2021), giving detailed advice implementation issues this area calling for up‐to‐date research lives. This paper makes significant contribution that...
Abstract This article describes the formation of children's social interactions around technologies in preschools. paper presents evidence from a study that explores how 3- to 5-year-old children construct their through mediation peers while using technological resources. Utilising systematic and iterative data collection analysis cycle, with 24 resources were examined over nine-month period across three phases. Findings reveal draw on status roles positions gain control influence peers....
In an era when children’s rights are paramount, there still few practical examples to guide us seeking informed consent from children. This article therefore makes a significant contribution the field by examining three approaches negotiating with young children under 6 years old. We draw on researcher notes, images and observations four research projects that employed creative methods for take reflexive approach, considering how successful techniques have been in facilitating...
This article explores the use of iPads as part a child-centred data collection approach to understand young children’s creativity. Evidence is presented from small study three- five-year-old creative play. Analysis engagement with iPad video diaries and free-to-use tablet applications was logged across two early educational settings over three-month period. The findings suggest that offer mechanism allow children articulate their play encourage involvement in research process. However,...
This article presents findings from an ongoing international study of children's use Internet-connected toys (IoToys) across Scotland, England, Northern Ireland and Greece. The authors sought to investigate practices with IoToys homes early childhood settings. Data 12 case families approximately 200 children who interacted in settings were collected alongside interviews parents educators. Findings indicate that digital difference between home education is recurring due infrastructure...
Digital technologies as part of young children's livesfrom birth to eight years oldhave been a source debate in the media and academic fields for more than decade.This discussion has increased popularity since introduction first iPad 2010, after which digital devices became increasingly accessible fine motor capabilities.Subsequently, evolution children progressed at rapid rate.Already, less 10 years, touchscreen are beginning be displaced by shifting focus on newly available...
We present a conceptual analysis, grounded in empirical data, of how young children’s creative play is framed by the ‘pedagogic culture’ within which child playing. Drawing on data from research study with broad aim documenting Western play-based early childhood education, we gathered exploratory qualitative observations, self-initiated iPad video diaries and researcher-led activities to describe play. adapted Analysing Children’s Creative Thinking Framework as starting point for coding...
Early Childhood Education (ECE) typically positions the child at centre of their own learning, with a high degree child-initiated and child-led experiences. As such, ECE is often characterized by ‘free play’ during which children are provided opportunities to manage negotiate socio-emotional interactions. This process self-regulation carefully moulded complex preschool Pedagogic Culture. Drawing on data from two projects that investigated children's social creative play through exploratory...
(2020). Technology-integrated pedagogical practices: a look into evidence-based teaching and coherent learning for young children. European Early Childhood Education Research Journal: Vol. 28, Digital Childhoods, Multimodality STEM, pp. 163-166.
To foster children and young people's skills, dispositions understanding that underpin a voice agenda, practices need to be developed support this from the earliest age. This article explores issues relating complex, challenging under-researched area perspective of practitioners working with aged birth seven. Using vignettes practice, we explore practical pedagogical examples take opportunity deepen our elicitation through lens eight factors previously identified in Look Who's Talking...
This paper offers a nuanced perspective of two families' lockdown literacy journeys with their young children during the COVID 19 pandemic. We present informal home learning examples stimulated by play and school-sanctioned synchronous asynchronous activities from homes geographically miles apart yet close in terms shared experience. In response to catch-up loss narrative which threatens overshadow some positive experiences taking place at home, we redirect 'catch-up' towards understanding...