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Journal articles on the topic 'Digital children’s literature'
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1
Paskin, Judith. "Digital Publishing in Children’s Literature." Logos 24, no. 3 (January 1, 2013): 30–37. http://dx.doi.org/10.1163/1878-4712-11112023.
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Simpson, Alyson, and Maureen Walsh. "Children’s literature in the digital world." English Teaching: Practice & Critique 14, no. 1 (May 5, 2015): 28–43. http://dx.doi.org/10.1108/etpc-12-2014-0005.
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Purpose – This paper aims to interrogate the place of literature in the digital world and the way a narrative is represented in digital spaces. In the changing landscape of digital, mobile and virtual texts, the authors aimed to examine how multimodal and animated elements in digital narratives engage young readers and encourage affective and aesthetic reader response? Design/methodology/approach – The study was an exploratory, interpretive qualitative research study undertaken in a classroom of 28 10-year-old boys in grade 5. The investigators analysed data recorded during a lesson where students responded to the textual conventions and literary features of a traditional story read in print and multimodal digital format. Two coding systems were used to identify students’ understanding of textual conventions along with the nature of their responses. Findings – The results suggested that when students are prompted to attend to the impact of multimodal layering in digital literature, affective, aesthetic and critical responses, they are encouraged in their interpretations. The responses emphasised the importance of teacher scaffolding and development of meta-language in teaching literature in both print and digital form. Research limitations/implications – Because of the small sample and limited data set, the research results lack generalisability. Therefore, researchers are encouraged to test the proposed implications further. Practical implications – The paper includes implications for teacher pedagogy, while teaching reading with multimodal narratives in digital form. Originality/value – This paper offers insight into the differences between print and multimodal literary texts; it codes students’ responses to multimodal texts and offers a method for analysis.
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Campagnaro, Marnie, and Nina Goga. "Green Dialogues and Digital Collaboration on Nonfiction Children’s Literature." Journal of Literary Education, no. 4 (July 31, 2021): 6. http://dx.doi.org/10.7203/jle.4.21019.
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Contemporary children’s literature has developed a growing interest in the interconnectedness between humans and the environment and in the ongoing exchange and negotiation of ways to be in the world. These new directions in children’s literature consequently challenge teachers of children’s literature in higher education. The study of contemporary children’s literature needs not only to be informed by new theoretical perspectives like ecocriticism, posthumanism and new materialism, but also to revisit, develop and explore the methodological tools and teaching practices necessary to prepare students to address these demanding issues. The aim of the article is to present and discuss the research question: How is it possible to secure scholarly dialogue and practical collaboration in an academic course on nonfiction children’s literature and environmental issues? Building on a cross-disciplinary theoretical framework consisting of theory of nonfiction, ecocriticism, dialogic teaching, environmental architecture and place-based teaching, the study reports on a pilot course which took place in the summer of 2020. Due to the pandemic situation the course became digital. Hence the digital challenges and possibilities turned out to be a critical aspect of the planned practical collaboration between students, teachers and students and teachers. The main goal of the course was to help motivate students to engage in and negotiate about nonfiction children’s literature and sustainability, to enhance their aesthetic experiences and to foster their environmental consciousness through children’s literature. The course was characterized by its alternating blending of lectures and hands-on experiences with theoretical and methodological tools as well as nature or culture specific places.
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Dresp-Langley, Birgitta. "Children’s Health in the Digital Age." International Journal of Environmental Research and Public Health 17, no. 9 (May 6, 2020): 3240. http://dx.doi.org/10.3390/ijerph17093240.
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Environmental studies, metabolic research, and state of the art research in neurobiology point towards the reduced amount of natural day and sunlight exposure of the developing child, as a consequence of increasingly long hours spent indoors online, as the single unifying source of a whole set of health risks identified worldwide, as is made clear in this review of currently available literature. Over exposure to digital environments, from abuse to addiction, now concerns even the youngest (ages 0 to 2) and triggers, as argued on the basis of clear examples herein, a chain of interdependent negative and potentially long-term metabolic changes. This leads to a deregulation of the serotonin and dopamine neurotransmitter pathways in the developing brain, currently associated with online activity abuse and/or internet addiction, and akin to that found in severe substance abuse syndromes. A general functional working model is proposed under the light of evidence brought to the forefront in this review.
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Prestes de Oliveira, Juliana. "TIC e literatura infantil: desafios da prática pedagógica na era digital." Texto Livre: Linguagem e Tecnologia 12, no. 2 (May 26, 2019): 116–34. http://dx.doi.org/10.17851/1983-3652.12.2.116-134.
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RESUMO: Este trabalho busca refletirem que medida há desafios na implementação das Tecnologias da Informação e Comunicação (TIC) na organização pedagógica de professores de Literatura, mais especificamente de doutorandas em Letras – Área Estudos Literários. Além disso, procura-se pensar sobre a formação/capacitação docente, principalmente no que diz respeito ao ensino de Literatura Infantil. Ao atentar-se para tais ideias, foi proposto o auxílio de duas pós-graduandas, que estavam passando pela experiência de Docência orientada, na disciplina de Literatura Infantil, do Curso de Pedagogia da UFSM, na utilização de TIC para o ensino-aprendizado de Literatura. Nessa ocasião, foi avaliado se os recursos auxiliaram-nas a atingir o objetivo, a finalidade pretendida e se despertaram nos alunos o interesse pelo conteúdo, contribuindo para o aprendizado. A partir da análise dos relatórios, percebeu-se que aprender como aplicar as TIC em sala de aula e usá-las é importante.
PALAVRAS-CHAVE: TIC; literatura lnfantil; prática pedagógica; narratologia.
ABSTRACT: This paper reflects upon the challenges while implementing information and communication technologies (ICT) in the pedagogical organization of literature teachers, in particular those of language and literature PhD students. Furthermore, we seek to reflect upon teacher’s training, mainly concerning children’s literature teaching. By taking such aspects into consideration, it has been proposed the support of two post-graduate students going through an oriented teaching experience (Docência Orientada) in a Children’s Literature course, in the context of the Federal University of Santa Maria (UFSM) pedagogy undergraduate degree, while using ICT for literature teaching and learning. In this context, it has been checked whether the resources they used helped achieve their goals and whether they aroused student’s interest in the content, thus fostering learning. From the analysis of the reports, it became clear that learning how to apply and use ICT in the classroom is important.
KEYWORDS: ICT; children’s literature; pedagogical practice; narratology.
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Bengar, Ahmad. "Development of Teaching Materials of German Literature with Children’s Literature Material Based on Blended Learning." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 2, no. 4 (November 5, 2019): 216–26. http://dx.doi.org/10.33258/birle.v2i4.510.
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The purpose of this study is to develop teaching materials of german literature with children’s literature material based on blended learning in German language education program Unimed. With this research, it is expected to improve the quality of learning in literature or nchildre literature courses so that students can quickly understand about German literature. This research is conducted at the Faculty of Languages and Arts UNIMED, German Language Education Study Program. The method which uses in this research is the ADDIE development method. From the results of the study we will get literature textbooks with German children’s literature material based on blended learning and digital learning media as well as national or international indexed journal articles or proceedings.
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Atallah, Salma. "Our Children’s Literature Under the Microscope." Journal of Educational and Psychological Studies [JEPS] 12, no. 2 (April 26, 2018): 401. http://dx.doi.org/10.24200/jeps.vol12iss2pp401-426.
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The literature of children is characterized by the privacy of adhesion to the name of the recipient, and by portraying ideas, feelings, experiences and imaginations that agree with their recognitions and reflect their linguistic, intellectual and emotional level. Because literature is in this status of importance in our lives and the lives of our children, it was necessary to read in reality and visions, starting from some statistics and previews. We have found that it is relatively weak and few, and even suffers a crisis of existence, for many reasons, ranging from ideological to educational and academic. Factors include the tyranny of materialism and digital culture on Arabic human life, the breakdown of the linguistic power and the loss of identity, the outbreak of conflicts and wars, as well as the non-permanent presence of the favorable environment and the deviation of some educational approaches because of the lack of creative writers, and the association of this literature with non-free educational axes, the adoption of difficult models and curricula with topics that are consumed and sometimes denied, and the wrong approaches and methodologies that are limited to mere understanding, indoctrination and non-systematic explanation. The Arab countries must overcome individual initiatives and develop a comprehensive national and educational policy that reinforces the human sciences from the margin of life to its center, giving the Arabic language the necessary importance, activating the role of culture, securing the supportive environment, and developing malleable programs and methodologies that consider life issues, and the need for regularity of literature in a correct and good course by focusing on modern theories such as active, self-learning, differentiated and indirect, as well as modern monetary theories and communication, functional, interactive and logical trainings.
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Pandya, Jessica Zacher, and David E. Low. "Theorizing the Addressive Audience in Children’s Digital Video Production." Written Communication 37, no. 1 (October 14, 2019): 41–68. http://dx.doi.org/10.1177/0741088319880509.
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In this article, we examine how children ages 8 to 10 characterized the audiences of digital videos they made in school. Children’s perceptions of their viewers reflected, and in many cases complicated, current theorizing about the vast potential audiences of digital texts. Our analysis of videos and interview data surfaces several findings pertaining to how children characterized their audiences. Children discussed their desire to inform viewers, their deliberate choices about language use vis-à-vis their viewers, ways they predicted and steered audience emotions, and the affective dimensions of sharing one’s video with different audiences. These findings suggest that educators and researchers ought to foreground issues of addressivity when theorizing the question of audience for children’s digital products. They also raise questions concerning authentic audience in an age of increasing concern about children’s safety and security in online worlds.
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Haverals, Wouter, and Vanessa Joosen. "Constructing Age in Children’s Literature: A Digital Approach to Guus Kuijer’s Oeuvre." Lion and the Unicorn 45, no. 1 (2021): 25–45. http://dx.doi.org/10.1353/uni.2021.0002.
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Midkiff, Emily. "The Impossible Child Scholar: Crafting a Digital Exhibit with the Kerlan’s Melissa Sweet Collection." Children and Libraries 14, no. 3 (September 14, 2016): 28. http://dx.doi.org/10.5860/cal.14n3.28.
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In this article, I offer my experience with crafting a digital exhibit as one method of increasing children’s access to archived children’s literature materials. In spring 2015, I was enlisted by Lisa Von Drasek, curator of The Kerlan Collection at the University of Minnesota, to select and arrange the archival materials for Melissa Sweet’s award-winning Balloons over Broadway: The True Story of the Puppeteer of Macy’s Parade into a digital exhibit.
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Liu, Yina. "A Brief Review of Young Children’s Home Digital Literacy Practices." Alberta Academic Review 4, no. 1 (July 5, 2021): 3. http://dx.doi.org/10.29173/aar120.
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COVID-19 has created significant changes in the everyday lives of teachers, children and parents. Due to school lockdowns in the spring semester of 2020, teachers shifted from in-person classroom teaching into “emergent remote teaching” (Hodges et al. 2020, para. 5), where digital tools and software were used for instruction and teacher-student communications. Many children have also shifted their social lives from face-to-face to virtual interactions (Hutchins 2020); for example, engaging in online family story reading, social media participation, and joining after school activities digitally. This pandemic has highlighted the importance of being literate in digital environments for children. Digital literacy, that is, literacy practices undertaken across multi-media, involving “accessing, using and analysing digital texts and artefacts in addition to their production and dissemination” (Sefton-Green et al. 2016, p. 15). The importance of the digital world and digital tools for the post-COVID future where digital literacy could become more prominently featured for teachers, children, and parents must not be underemphasized.
In this presentation, I reviewed the literature on young children’s digital literacy practices at home. Many studies have illustrated the benefits and various kinds of learning that children get from their digital play at home, including emergent literacy learning (Neumann 2016), digital citizenship (Bennett et al. 2016), etc. Moreover, I presented the complex trajectories of children playing with their digital devices and toys at home (Marsh 2017). In the 21st century children’s home play, the boundaries between the virtual and physical worlds are blurring (Marsh 2010; O’Mara and Laidlaw 2011; Carrington 2017).
More importantly, this literature review suggests a gap and an opportunity for future researchers to explore home digital literacy of children, who are from minority backgrounds in Canada, as literacy practices are socially and culturally situated. This presentation illustrates the importance of my proposed doctoral research, as my research aims to explore Culturally and Linguistically Diverse (CLD) children’s digital home literacy practices in Canada.
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Amaral, Francisco, Josélia Fonseca, Maria Tiago, and Flavio Tiago. "Digital Natives 3.0: Social Network Initiation." World Journal of Business and Management 2, no. 2 (August 12, 2016): 19. http://dx.doi.org/10.5296/wjbm.v2i2.9876.
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As generalize access to the internet becomes a reality in industrialized countries, the nature of children’s social network sites (SNS) use generates concerns and requires parental different approach. The body of empirical work reviewed is still small and to develop and promote a realistic understanding of children and young adolescence behavior on online social network sites and parenting surveillance of kids’ online presence, this study examines (a) who children initiate online activity and their main preferences and (b) how parental supervision techniques are applied to children’s online presence. For this purpose we choose one of the most popular social network site, Facebook, and inquiry parents and kids under 13 years old (digital natives 3.0), regarding to their use. This study adds to a growing literature on young people usage of social networking technologies, specially unveiling some of the patterns of under-age kids using SNS.
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Mason, Derritt. "The Virtual Child, or Six Provocations on Children’s Literature and (Pre-) Digital Culture." Lion and the Unicorn 45, no. 1 (2021): 1–24. http://dx.doi.org/10.1353/uni.2021.0001.
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Wesseling, Elisabeth. "Researching Child Authors: Which Questions (not to) Ask." Humanities 8, no. 2 (May 5, 2019): 87. http://dx.doi.org/10.3390/h8020087.
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It used to be taken for a given fact that children’s literature is written by adults for children. This assumption is contested by the emergence of “another children’s literature”, namely literature about, for, and by children. Facilitated by digital platforms, this alternative type of children’s literature is gathering momentum, compelling us to rethink the (im)possibilities of children’s creative agency. As research into children’s literature is largely premised upon the asymmetry between adult authorship and juvenile readership, we need to rethink some fundamental tenets of this academic field in order to come to terms with child authorship. This article reviews leading publications on the topic, to address the question of how we can best acknowledge, facilitate, and appreciate children’s creative agency as an indispensable dimension of their emergent citizenship. Methodological deliberations are illustrated with references to primary works by child authors about topical societal issues such as ethnic conflict, homelessness, and migration. Its aim is not so much to provide a complete survey of all available publications on the topic, but rather to stake out representative publications that exemplify more and less fruitful approaches to the problem at hand.
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Verenikina, Irina, Lisa Kervin, Maria Clara Rivera, and Alison Lidbetter. "Digital play: Exploring young children’s perspectives on applications designed for preschoolers." Global Studies of Childhood 6, no. 4 (November 4, 2016): 388–99. http://dx.doi.org/10.1177/2043610616676036.
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This study builds on and contributes to research on digital play with young children. Previous research has examined digital play from different viewpoints, but no studies have specifically addressed young children’s perspectives as they interact with applications (apps) that have been designed specifically for their age group. While our review of the literature provides insights from investigations of young children’s perspectives, there is limited research on preschoolers’ views on the apps designed for them by adults. In this article, we discuss young participants’ perspectives on the apps that they engaged with in our research. In particular, we emphasise the importance of various contexts for digital play in relation to meaningful conversations and social interactions. Our findings provide insights about how children choose to engage in digital play and through this, pose implications for the design of apps.
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Kim, Jieun. "The Return of Oral Narratives in Picture Books and Children’s Literature of Digital Age." Korea Association of Literature for Children and Young Adlult 25 (December 31, 2019): 325–61. http://dx.doi.org/10.24993/jklcy.2019.12.25.325.
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Pérez, Inés, and Amelia Sanz. "Post-global and post-digital children’s literature: some users’ legitimation strategies on the Net." Neohelicon 48, no. 1 (May 25, 2021): 127–41. http://dx.doi.org/10.1007/s11059-021-00581-2.
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Pulimeno, Manuela, Prisco Piscitelli, and Salvatore Colazzo. "Children’s literature to promote students’ global development and wellbeing." Health Promotion Perspectives 10, no. 1 (January 28, 2020): 13–23. http://dx.doi.org/10.15171/hpp.2020.05.
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Background: Tales were transmitted from one generation to another, enriching young people with values, beliefs, imagination and creativity. Children’s literature still plays a crucial part in education as it provides knowledge and entertainment, representing a typical example of"edutainment". In this paper, we carried out a review to examine pedagogic, didactic and psychological/therapeutic dimensions of children’s literature, with the aim of highlighting its role in promoting students’ holistic development and wellbeing. Methods: We have searched for original articles (from 1960s to 2019), by using the following keywords: "fairytales" or "fairy tales" or "folktales" or "fables" AND "education" or"development" or "learning" or "teaching" or "school" or "curriculum" or "classroom" AND"children" or "child" or "kids" or "childhood" AND "health" or "wellbeing". Results: We found 17 studies concerning pedagogic aspect of children literature, while 21 and17 studies were selected for didactic and therapeutic dimensions, respectively. From a pedagogic point of view, tales convey basic values useful for children lives. In a didactic perspective, properly chosen storybooks represent a valuable resource for school activities, improving students’ language skills and building up a friendly/respectful classroom environment. Children stories are also used by health professionals for therapeutic purposes (bibliotherapy) to prevent unhealthy habits and addictions, or address psychosomatic disorders. Finally, storybooks and web-based/digital stories can be an effective vehicle for health contents, to encourage the adoption of healthy lifestyles among schoolchildren. Conclusion: Children’s literature and storytelling could be helpful in promoting students’ global development and wellbeing, when included in school curricular activities.
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DEMÉNY, Piroska. "Digital life stories in year four of primary school." Acta Didactica Napocensia 13, no. 2 (December 31, 2020): 43–49. http://dx.doi.org/10.24193/adn.13.2.3.
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"Abstract: In Romania, the curriculum for mother tongue education for grade three and four of primary school defines spoken and written text production in various communication situations as a general educational requirement and competence. (see the curriculum for competence-based teaching of the mother tongue approved by Ministerial Decree No. 5003 of 4 December 2014. Hungarian Language and Literature, grade three and four). This experimental study examines the impact of digital storytelling on children’s text production skills. Our aim was to design an interventionprogramme that develops primary school children’s selfexpression, text production skills, creativity but also their digital competencies. The goal is to use digital storytelling to develop children’s composition skills, including staying on the subject, creating the connection between title and content, spelling, text appearance, and reaching the desired length. In order to achieve our objective, we devised experiments involving two cohorts of children in year four of primary school who were given stories selected from Angi Máté’s book Volt egyszer egy… (Once upon a time there was a…). Using these stories as a starting point, the members of the both groups created their own stories, the experimental group applying digital storytelling, while the control group applied the technique of collage."
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Meyer, Nadean. "Selecting Diverse Resources of Native American Perspective for the Curriculum Center: Children’s Literature, Leveled Readers, and Social Studies Curriculum." Education Libraries 34, no. 1 (September 19, 2017): 23. http://dx.doi.org/10.26443/el.v34i1.301.
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Biased and inaccurate information about Native Americans continue in children’s resources and remain in many of today’s curriculum centers. While Native American students remain a minority in schools, accurate information is vital for understanding contemporary society and our history by both Native and non-Nativestudents. Many states including Washington State are creating tribal sovereignty curriculum and adding tribal perspectives to their state curriculum. Valuable print and digital resources and sources of continuing selection assistance are suggested to increase the holdings of today’s curriculum center in three areas: children’s literature, leveled readers and social studies curriculum.
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Lafta Jassim, Lina, and Hisham Dzakiria. "A Literature Review on the Impact of Games on Learning English Vocabulary to Children." International Journal of Language and Literary Studies 1, no. 1 (June 30, 2019): 47–53. http://dx.doi.org/10.36892/ijlls.v1i1.22.
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Digital games play a significant role in the life of the new generation. Although there are many criticisms, many studies focus on the importance of digital games in improving learner’s vocabulary in the target language. Researchers have begun conductingseveral researches on how using games in the class can foster vocabulary learning. The aim of this paper is to investigate the impacts of digital games on children’s vocabulary learning depending on a literature review. Many studies focus on the impacts of digital games on different aspects of education. This conceptual paper aims to shed light on some games' benefits, and challenges which educators and children face in the use of digital games. The findings of this paper show that Games are used not only for making children successful in EFL classes but more importantly, for motivating them and increasing the cooperation among children. In addition,the findings state that there are advantages as well as disadvantages in using games for learning English vocabulary.
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Huang, Gejun, Xiaoqian Li, Wenhong Chen, and Joseph D. Straubhaar. "Fall-Behind Parents? The Influential Factors on Digital Parenting Self-Efficacy in Disadvantaged Communities." American Behavioral Scientist 62, no. 9 (May 4, 2018): 1186–206. http://dx.doi.org/10.1177/0002764218773820.
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As the Internet penetration in the United States increases, many digital divide researchers have delved into the parent–child dynamics regarding family digital access and use. However, little attention has been paid to digital parenting in terms of monitoring, guiding, and regulating children’s digital lives, especially in the context of disadvantaged communities. As an initial step to fill the critical gaps in related literature, this study casts light on factors that affect the self-efficacy of digital parenting in disadvantaged urban communities. Using a census survey of public housing households in one of the largest public housing authorities in the United States, we found that single motherhood and home Internet access significantly accounted for low–socioeconomic status parents’ digital parenting self-efficacy. We also found that parental engagement in children’s school activities strongly affected their digital parenting self-efficacy. By contrast, we found that other sociodemographic and socioeconomic factors (i.e., gender, education, race/ethnicity), mobile Internet access, parents’ homework help, and educational expectation fail to be contributing factors.
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Buckingham, David. "Superhighway or Road to Nowhere? Children’s Relationships with Digital Technology." English in Education 33, no. 1 (March 1999): 3–12. http://dx.doi.org/10.1111/j.1754-8845.1999.tb00158.x.
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Bukhalenkova, Daria Alekseevna, Elena Alekseevna Chichinina, Apollinaria Vadimovna Chursina, and Aleksander Nikolaevich Veraksa. "The relationship between the use of digital devices and cognitive development in preschool children: Evidence from scholarly literature." Science for Education Today 11, no. 3 (June 30, 2021): 7–25. http://dx.doi.org/10.15293/2658-6762.2103.01.
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Introduction. Preschool children are active users of digital devices, which affects their cognitive development. The nature of these impacts has not been sufficiently studied, and there are different opinions of experts on this issue. Thus, the purpose of this article is to analyze the findings of research investigations devoted to the impact of digital devices on preschool children’s cognitive development. Materials and Methods. The authors conducted a systematic literature review of 46 full-text research articles describing the relationship between the use of digital devices (screen time and media content features) and the development of speech and mathematical skills, as well as the development of executive functions in 3-7 year-old children. The review is based on the cultural-historical approach. Results. The analysis of studies has shown that the impact of using digital devices on preschool children’s cognitive development depends on screen time, the exposure type (background TV or targeted use of digital devices), the content (educational or entertaining content), age appropriateness (age-appropriate or inappropriate content), the extent of how realistic the content is (fantasy or realistic content), the stimulus material complexity (visual or audial, black and white or color). There are also conclusions about the most relevant prospects for further research on the impact of the use of digital devices on the cognitive development of children. Conclusions. The review has indicated that long screen time negatively affects the development of speech and mathematical skills and executive functions in preschool children. The study has revealed that the content impact on cognitive development depends on the characteristics of this content. In particular, children-oriented educational content can contribute to cognitive development. Adult-oriented content can negatively affect cognitive development.
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Cerniglia, Luca, and Silvia Cimino. "A Reflection on Controversial Literature on Screen Time and Educational Apps Use in 0–5 Years Old Children." International Journal of Environmental Research and Public Health 17, no. 13 (June 28, 2020): 4641. http://dx.doi.org/10.3390/ijerph17134641.
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Over the last five years, there has been a significant increase in screen time and apps usage by children under five years old. The considerable growth in usage by very young children has not corresponded to conclusive and consistent research investigating its possible benefits and risks. This article proposes a brief overview of recent results in this field, specifically focusing on the use of educational apps and their positive, null, and/or negative outcomes on young children’s cognitive, emotional, and behavioral functioning. The aim of the present article is to stimulate the development and advancement of evidence-based guidelines that caregivers and educators could adopt to regulate very young children’s engagement with digital technologies.
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Hamer, Naomi. "The hybrid exhibits of the story museum: The child as creative artist and the limits to hands-on participation." Museum and Society 17, no. 3 (November 29, 2019): 390–403. http://dx.doi.org/10.29311/mas.v17i3.3256.
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Since the Brooklyn Children’s Museum opened in 1899, the concept of the children’s museum has evolved internationally as a non-profit public institution focused on informal family-centred education and interactive play environments (Acosta 2000; Allen 2004). The majority of these museums highlight science education; however, over the past decade, a new specialized institution has emerged in the form of the children’s story museum that concentrates on children’s literature, storytelling, and picture book illustration. These story museums feature childhood artifacts through the curatorial and display conventions of museums and art galleries, in combination with the active play environments and learning stations of science-oriented children’s museums. These exhibits also reflect the changing place of the museum as an institution in the age of the “participatory museum”: a movement away from collections towards interactive curatorial practices across physical and digital archives (Simon 2010; Janes 2011). Framed by cross-disciplinary theoretical and methodological approaches from critical children’s museology, picture book theory, and children’s culture studies, this analysis draws upon selected examples (2014-2018) of curatorial practices, exhibits, and the spatial/ architectural design from Seven Stories: National Centre for Children’s Books (Newcastle, UK), the Hans Christian Andersen Haus/Tinderbox (Odense, Denmark), and The Eric Carle Museum of Picture Book Art (Amherst, MA, USA). These institutions provide distinctive venues to examine the tensions between discourses of museums as institutions that house collections of material artifacts including children’s literature texts, discourses of the creative child and ‘hands-on’ engagement (Ogata 2013); and discourses of critical engagement and participatory museums. While these exhibits affirm idealized representations of childhood to some extent, participatory engagements across old and new media within these spaces have significant potential for critical and subversive dialogue with ideological constructions and representations of gender, race, socio-economic class, mobility and nationalism rooted in the children’s literature texts.
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Norouzi, Kinnula, and Iivari. "Interaction Order and Historical Body Shaping Children’s Making Projects—A Literature Review." Multimodal Technologies and Interaction 3, no. 4 (October 28, 2019): 71. http://dx.doi.org/10.3390/mti3040071.
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The importance of familiarizing children with the Maker Movement, Makerspaces and Maker mindset has been acknowledged. In this literature review, we examine the complex social action of children, aged from 7 to 17 (K-12), engaging in technology Making activities as it is seen in the extant literature. The included papers contain empirical data from actual digital Making workshops and diverse research projects with children, conducted in both formal and non-formal/informal settings, such as schools or museums, libraries, Fab Labs and other makerspaces. We utilized the theoretical lens of nexus analysis and its concepts of interaction order and historical body, and as a result of our analysis, we report best practices and helping and hindering factors. Two gaps in the current knowledge were identified: (1) the current research focuses on success stories instead of challenges in the working, and, (2) histories of the participants and interaction between them are very rarely in the focus of the existing studies or reported in detail, even though they significantly affect what happens and what is possible to happen in Making sessions.
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Hutchinson, Hilary Browne, Anne Rose, Benjamin B. Bederson, Ann Carlson Weeks, and Allison Druin. "The International Children’s Digital Library: A Case Study in Designing for a Multilingual, Multicultural, Multigenerational Audience." Information Technology and Libraries 24, no. 1 (March 1, 2005): 4. http://dx.doi.org/10.6017/ital.v24i1.3358.
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The challenges encountered in building the InternationalChildren’s Digital Library (ICDL), a freely availableonline library of children’s literature are described. Thesechallenges include selecting and processing books fromdifferent countries, handling and presenting multiplelanguages simultaneously, and addressing cultural differences. Unlike other digital libraries that present content from one or a few languages and cultures, and focuson either adult or child audiences, ICDL must serve amultilingual, multicultural, multigenerational audience.The research is presented as a case study for addressingthese design criteria; current solutions and plans forfuture work are described.
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Strauss, Annaly M., and Keshni Bipath. "Exploring the influence of parents’ home reading practices on emergent literacy." Journal for Language Teaching 54, no. 1 (March 4, 2021): 195–213. http://dx.doi.org/10.4314/jlt.v54i1.5.
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The purpose of this article is to explore the correlation between Namibian preprimary and Grade 1 parents’ demographic characteristics and print and digital reading practices in home environments. A quasi-experimental descriptive research design wasselected to launch this investigation in the Khomas region. Survey data documented the relationship between parents’ demographic variables and print and digital reading behaviours. The study tested the null-hypothesis (Hₒ: u1 = u2) and non-directional hypothesis (Hₒ: X1 ≠X2). The underlying assumption is that parents home reading practices positively impact children’s early language and literacy development. The findings reveal that there is no significant relationship between age, gender, education, family size, and employmentstatus, with print and digital reading behaviours that influence children’s emergent language and literacy development in home environments. In a Chi-Square test, the null hypothesis was rejected for age, gender, education, family size, and employment status, but retained and positively correlated to marital status, child reading behaviour, and parents’ book, magazine and newspaper reading behaviour. The implication is that when parents buy print materials for home reading purposes and engage their children in pleasurable reading experiences, their children are more likely to be supported at home to influence favourable language and literacy outcomes in school. The study contributes to family literacy literature and highlights the relationship between parents’ reading behaviours and children’s emergent language and literacy development.
Keywords: emergent literacy, home environment, parents, print and digital reading, reading behaviours, socioeconomic status
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D'Alte, Pedro Gabriel. "IMAGOLOGIA ROBÓTICA: robôs e inteligência artificial nas narrativas para crianças e jovens." Revista Observatório 5, no. 5 (August 1, 2019): 586–614. http://dx.doi.org/10.20873/uft.2447-4266.2019v5n5p586.
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As narrativas para a infância e juventude absorvem os discursos sobre a inteligência artificial e, por meio de processos literários abeirados ora de um certo mimetismo ora da mais virtuosa reconfiguração da realidade, apresentam cenários que convidam o leitor, desde tenra idade, a repensar um mundo permeado pelo digital. As narrativas escolhidas para o presente exercício intelectual intentam demonstrar um caleidoscópio de imagens variado e que dê conta de diferentes perspetivas face à inteligência artificial promovendo, desta forma, um exercício crítico e exploratório sobre a mesma.
PALAVRAS-CHAVE: Literatura para crianças e jovens; Inteligência artificial; Imagologia robótica; robôs na literatura para a infância.
ABSTRACTThe narratives for childhood and youth absorb the discourses about artificial intelligence and, through the use of literary processes either close to a certain mimicry or to the most virtuous reconfiguration of reality, present scenarios that invite the reader, since an early age, to rethink a world permeated by digital. The narratives chosen for the present intellectual exercise attempt to demonstrate a kaleidoscope of images and to account for different perspectives in relation to artificial intelligence, thus promoting a critical and exploratory exercise on this matter.
KEYWORDS: Children’s literature; Artificial intelligence; Robotic imagery; Robots in children’s literature.
RESUMEN
Las narrativas para la infancia y la juventud absorben discursos sobre inteligencia artificial y, a través de procesos literarios bien conocidos, a veces de una cierta imitación, a veces de la reconfiguración más virtuosa de la realidad, escenarios actuales que invitan al lector, desde una edad temprana, a repensar un mundo. impregnado por digital. Las narraciones elegidas para el presente ejercicio intelectual pretenden demostrar un caleidoscopio de imágenes variadas que ofrece diferentes perspectivas sobre la inteligencia artificial, promoviendo así un ejercicio crítico y exploratorio sobre el mismo.
PALABRAS CLAVE: Literatura para niños y jóvenes; Inteligencia artificial; Imagen robótica; robots en literatura para la infancia.
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Dobson, Teresa M., Marlene Asselin, and Alemu Abebe. "Considerations for Design and Production of Digital Books for Early Literacy in Ethiopia." Language and Literacy 20, no. 3 (July 19, 2018): 134–58. http://dx.doi.org/10.20360/langandlit29414.
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This paper considers the implications of digital text production models for the development of reading materials for emergent and early readers in the Ethiopian context. We draw from several theoretical frameworks and also from comments of Ethiopian academics, writers, and publishers to ground descriptions of Ethiopian contexts of language and literacy. We then present three different models for the production and curation of digital stories for children and contemplate how these models align with existing literacy traditions and practices. We also raise questions about the potential effects on the development of literary culture and children’s literature in Ethiopia of projects aimed at rapidly producing large corpora of literature for children. Ultimately, we pose complicated cultural and linguistic questions that need to be taken into consideration to provide appropriate and original early literacy materials in Ethiopia.
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Mason, Derritt. "I Suck at This Game: “Let’s Play” Videos, Think-Alouds, and the Pedagogy of Bad Feelings." Teaching & Learning Inquiry 9, no. 1 (March 7, 2021): 200–217. http://dx.doi.org/10.20343/teachlearninqu.9.1.14.
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This article explores the pedagogical usefulness of “Let’s Play” videos (LPs), a wildly popular paratext in which video gamers record and narrate their gameplay. I designed and implemented an LP creation assignment in two English Literature classes that focused on digital children’s literature and culture. I imagined my LP assignment as a variation on a cognitive “think-aloud” activity, wherein students and/or instructors vocalize their approach to solving a particular problem. I was curious how these habits of mind might differ when students engage with interactive digital texts as opposed to print literature. What this study exposed is the centrality of feelings—in particular, “bad” feelings like anxiety and frustration, and the silences that often accompany these feelings—to the initial stages of critical thinking. When students contemplated bad feelings and their origins, eventually they were able to offer incisive analyses of their digital texts. Ultimately, this study argues that cognitive and affective “think-and-feel-aloud” activities such as the LP exercise, which allow students to dwell momentarily in bad feelings and silence, create rich teaching and learning opportunities.
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Mulyani, Imas, La Ode Abdul Rahman, and Nur Agustini. "Digital Parenting The Android-Based Monitoring of Children's Growth and Development for Working Mothers." Jurnal Ilmu dan Teknologi Kesehatan 8, no. 1 (September 30, 2020): 14–27. http://dx.doi.org/10.32668/jitek.v8i1.352.
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The growth and development of children are closely related to the role of a mother, not a few mothers, and having the task of caring for children and working women, which will lead to suboptimal childcare. At this time, many android-based information system facilities that can be used to streamline child care for a mother who is a working woman. This study aimed to provide an overview and ideas of using android-based digital media in childcare to maximize children's growth and development for working mothers with a literature review method. From the study results and review of 10 selected journals, it was concluded that for parents of workers who cannot maximize childcare time or parenting time, many applications could facilitate parents to monitor the child's growth and development safely. The development of a child health nursing management information system can include healthy children, sick children, education, environment, and parenting patterns. The implication of developing a child health nursing management information system during parenting is very useful ad preventive and promotive action in children’s health. Child nurses can effectively, efficiently, quickly, and accurately identify problems that arise in the preventive process so that they are expected to make nursing interventions that are also right on target.
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Hutchison, Kirsten, Louise Paatsch, and Anne Cloonan. "Reshaping home–school connections in the digital age: Challenges for teachers and parents." E-Learning and Digital Media 17, no. 2 (January 28, 2020): 167–82. http://dx.doi.org/10.1177/2042753019899527.
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Imperatives to connect the worlds of home and school, evident in global policies of family engagement and partnership initiatives between teachers and parents to support children’s education are viewed as key dimensions of academic success. However, developing ways to meaningfully connect and engage teachers, parents and students in learning ecologies remains elusive, contested and increasingly complex in the digital age. Teachers are encouraged to draw on their students’ digital ‘funds of knowledge’ to create innovative learning opportunities and develop capacities for creativity and critical thinking. Despite significant research into creativity pedagogies and the inclusion of parents in policy documents urging for increased innovation in schooling, which often implies the use of digital technologies, parents are largely invisible in research into creative pedagogies. The data explored in this article are drawn from a larger project which adopted a teacher-as-inquirer approach to investigate teacher, student and parent experiences and understandings of innovative teaching designed to integrate creative and critical thinking with digital literacy practices. The analysis mobilises the key features of creative and innovative learning environments identified in the research literature to explore teachers’ initiatives to develop reflexive and innovative pedagogies and foregrounds the ways in which incorporation of digital media impacted on parental engagement in their children’s learning. Findings highlight significant challenges for schools and teachers to meaningfully and sustainably connect home and school learning which positions children, teachers and parents as agentic and creative.
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Adamski, Andrzej. "Children’s Magazines as Tools for (Not Only) Reading Education." Acta Universitatis Lodziensis. Folia Litteraria Polonica 54, no. 3 (September 30, 2019): 151–72. http://dx.doi.org/10.18778/1505-9057.54.09.
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The main aim of the article is to answer the question of how children’s magazines may be used as tools for media education understood as educating children on how to process media, and also as instilling the habit of reading periodicals and books. Hypothesis: It is generally assumed in the scholarly literature that periodicals for children may be an effective tool in encouraging a reading habit. Unfortunately, this segment of the press market, just as all other segments, faces declining readership due to the expansion of the digital media. Methodology: An analysis the existing data (e.g. study reports) and academic analyses in terms of the impact of the media, pedagogy, media education, and media psychology. The article is theoretical in nature. It stems from the discipline of the “science of social communication and the media”, yet it offers an interdisciplinary approach, due to its references to pedagogy, education, and technology.
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Jeong, Wooseob. "The usability study on the multicultural children’s book project of the National Library for Children and Young Adults (NLCY) in Korea." Digital Library Perspectives 32, no. 1 (February 8, 2016): 52–59. http://dx.doi.org/10.1108/dlp-07-2015-0009.
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Purpose – The purpose of this study is to identify usability issues on a storytelling digital library with six languages provided by the National Library for Children and Young Adults (NLCY) in Korea, and to provide suggestions for future improvement to create a better interface. Design/methodology/approach – In this study, usability issues at the multicultural children’s book project Web site of the NLCY were identified, with comparison between the previous interface and the current one, based on the findings of established literature on children’s use of computer applications and web interface. Findings – Suggestions for improvements include brighter colors, bigger fonts and graphics, more lively animation and sound, easier navigation, consistent interface, summary availability, better organization of information and labeling and multilingual searching and browsing function. A user study is being planned for future development. Originality/value – There is a great value in making 400 children’s books available to the public at the NLCY digital library in six different languages with their original pictures animated and their stories performed in a storytelling mode. However, to provide more pleasant access to the valuable site, particularly for children users, there is much room for improvement in terms of the user interface. Based on these findings, a user study is being planned for future development, which should be more intuitive for users, particularly children.
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Caldeiro Pedreira, Mari Carmen, Ana Castro Zubizarreta, and Tereza Havránková. "Móviles y pantallas en edades tempranas: convivencia digital, derechos de la infancia y responsabilidad adulta." Research in Education and Learning Innovation Archives, no. 26 (January 20, 2021): 1. http://dx.doi.org/10.7203/realia.26.15936.
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In the hypermedia society the indiscriminate use of multiple screens is observed from an increasingly early age. For this reason, digital coexistence, respect for children’s rights, and a sense of responsibility from the media and from families who educate children are required. This study reviews the literature in this field and identifies two approaches to the use of mobile devices in childhood. One approach highlights the uses of such devices as well as the opportunities they provide for children’s education and personal enrichment, whereas the other highlights their abu- sive uses and the problems caused by using them. This theoretical study reviews and reflects on the ideas of numerous authors who – in this digital age when society in general and children in parti- cular are using technology – are committed to empowering children to become critical receptors. Bearing in mind that childhood and the media cohabit the same space and that different children are engaged in different levels of media activity, we propose a range of levels that are based on activity, creation and social criticism. This proposal is achievable if we take into account education in, with and for the media. The CRC also recommends that families and schools should encourage suitable media and screen use by children.
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Rudolf Sitorus and Sania Ariany Siregar. "Creativity Center for Child-Friendly Settlements in Kampung Hamdan-Sukaraja With Behavioral Architecture Approach." International Journal of Architecture and Urbanism 5, no. 1 (March 31, 2021): 37–48. http://dx.doi.org/10.32734/ijau.v5i1.6030.
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Abstract.Childhood is a phase of human growth that is very important in the growth of one's soul. One of the factors for a person’s character building is creativity that can be formed early on. Children's creativity can be provided by informal education for children through their families and environment. Meanwhile, children in this age of technological development are often given gadgets by their parents, so that children today prefer digital games, which can trigger apathy towards others and reduced creativity space for children. Therefore, the aim is to design a Creativity Center for Child-Friendly Settlements in KampungHamdan-Sukaraja to provides a platform for the development of children's creativity and interest through play and learning activities by presenting social values and local cultural values. This Creativity Center uses the problem-solving methodology approach to solve existing problems, starting from the formulation stage, location surveys, data collection, literature studies, and comparative studies. The Children's Creativity Center is designed simply in terms of material use and affordable handling costs for the community of Kampung Hamdan-Sukaraja. The Creativity Center uses a Behavioral Architecture concept that makes each space designed to be comfortable and safe according to children’s needs and this expected to benefit for providing child-friendly spaces in Kampung Hamdan-Sukaraja as a child-friendly settlement in Medan City for increasing children's creativity
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Poynter, Elizabeth. "Cross-dressing in Children’s Adventure Fiction: Does it always challenge Gender Stereotypes?" International Journal of Applied Linguistics and English Literature 8, no. 4 (July 31, 2019): 137. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.4p.137.
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Gender identity is nowadays widely agreed to be socio-culturally constructed. Children’s books may have a powerful impact on such constructions, particularly in the mid-twentieth century before the supremacy of television and digital media. Much popular children’s fiction of this period has been dismissed as conforming to, rather than challenging, gender stereotypes. Is this in fact too simplistic a picture? Victoria Flanagan (Into the Closet; Reframing Masculinity) has theorised that in children’s adventure fiction females take on male identities to gain agency, often very successfully, while males perform femininity less successfully and generally with comedic effect. This study of six cases of cross-dressing in British children’s fiction does not support this view. Cross-dressing may be primarily a plot device aimed at heightening the mystery and tension; female cross-dressers may be passive and ‘feminine’, while males may in fact outperform females in the ‘opposite’ gender role and on occasion gain an agency through that cross-dressing which was denied them in their male attire. In all the cases explored here, the cross-dresser was a subsidiary character rather than a protagonist, and this may be key to determining how cross-dressing is portrayed.
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Krasuska-Betiuk, Marta. "Medialne reprezentacje kultury literackiej, czyli wiedza o książce dla dzieci – (nie) tylko w Sieci." Problemy Wczesnej Edukacji 38, no. 3 (May 24, 2017): 102–15. http://dx.doi.org/10.26881/pwe.2017.38.08.
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The purpose of the text is to identify and description certain dimensions of literary culture that are represented in digital media and relate to the children’s recipient. The method used content analysis, mainly Polish websites, indicate the dominant media enabled representations of knowledge about children’s book and its contexts (reading culture, the role of intermediary). Described some forms of presence of literature for children and youth in cyberspace, such as portals and blog reviewers, websites writers and books, journals and literary blogs, forums readers, radio and TV programs. Scientific knowledge of literary culture is represented in the network to a lesser extent in comparison to popularizing, commercial and promotional activities of publishers and other entities. The source of scientific information are the pages of international conferences, associations, organizations and libraries. To a lesser degree, open source licenses are digitally released as original scientific studies, such as books, journals and research reports.
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Nikam, Dr Madhavi, and Ms Jyothi Sadasivam. "Magic Realism, Technology and Subjectivity in Contemporary Children’s Fiction in India: Reshaping Gender Attitudes." SMART MOVES JOURNAL IJELLH 5, no. 5 (May 28, 2017): 12. http://dx.doi.org/10.24113/ijellh.v5i5.10155.
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One of the objectives of using fiction as a medium of socialization of children is to infuse an understanding of gender roles in society. A number of children’s fiction books published in India in the last couple of decades have addressed this concern and contemporary critical studies on children’s literature have focused on the representation of gender and the biases inherent in it. Globalisation and the staggering advance of technology have triggered innovative fictional responses to gender roles and attitudes to appeal to the digital generation addicted to virtual reality and video games. The children’s text examined in this study represents technology as empowering adolescents and investing them with the capacity to transform age-old conservative attitudes towards gender identities specifically manifested in the still recurrent practice of female foeticide in India. Ranjit Lal’s Faces in the Water, creates a kind of magic realism by interweaving virtual reality into an everyday organic world, almost blurring the distinction between the two; an experimental narrative device that aims at re-examining conventional notions of masculinity and feminity. The purpose of creating an alternate world of virtual experiences is to comment upon the real world and effect transformatory action.
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Liberatti, Elisângela, and Caroline Reis Vieira Santos. "O papel de Monteiro Lobato na consolidação da interface Estudos da Tradução e Literatura Infantojuvenil." Scientia Traductionis, no. 16 (June 23, 2016): 101. http://dx.doi.org/10.5007/1980-4237.2014n16p101.
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http://dx.doi.org/10.5007/1980-4237.2014n16p101Monteiro Lobato desempenhou importante papel na consolidação da Literatura Infantojuvenil (LIJ) brasileira – tanto como escritor quanto como tradutor desse tipo de literatura. Dentro desse contexto, o objetivo do presente artigo é demonstrar o papel de Lobato na consolidação da interface Estudos da Tradução (ET) – Literatura Infantojuvenil (LIJ) por meio da realização de um mapeamento da área de pesquisa na intersecção Monteiro Lobato, ET e LIJ. As informações foram retiradas do portal de teses e dissertações da CAPES (http://capesdw.capes.gov.br/capesdw/) e dos acervos digitais das universidades brasileiras que oferecem graduação e pós-graduação stricto sensu em tradução, cobrindo os anos de 1991 a 2014. O mapeamento traz o ano de conclusão da pesquisa, o autor, o título do trabalho, a instituição a que os autores pertencem, a área do conhecimento e um breve resumo da pesquisa. A interpretação dos dados levantados nos permite afirmar que Lobato desempenhou dois importantes papéis para a LIJ brasileira: foi um dos fundadores da LIJ nacional e também grande responsável pela consolidação de pesquisas acadêmicas realizadas na interface ET e LIJ. ABSTRACTMonteiro Lobato had an important role in the consolidation of Brazilian Children’s Literature – both as a writer and translator of this kind of texts. In that context, the purpose of this paper is to demonstrate the role of the studies on Lobato in the consolidation of the interface Translation Studies (TS) – Children’s Literature (CL) through a mapping of the research area in the intersection Monteiro Lobato, ET, CL. The information presented here were taken from CAPES’ MA dissertations and PhD thesis portal and from the digital collection of Brazilian universities that offer undergraduate and stricto sensu graduate programs in Translation, covering the years from 1991 to 2014. The mapping brings the year of conclusion of each research, the author, the title, the institution to which the authors are affiliated to, the area of knowledge and a brief abstract of the research. Based on the data found, it is possible to state that Lobato has played two important roles in the development of Brazilian CL: directly, he was one of the founders of the national CL; indirectly, he was object of some studies that consolidated academic research in the interface TS – CL.Keywords: Monteiro Lobato; Children’s Literature; Translation Studies.
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Chen, Xieling, Di Zou, Lucas Kohnke, Haoran Xie, and Gary Cheng. "Affective states in digital game-based learning: Thematic evolution and social network analysis." PLOS ONE 16, no. 7 (July 28, 2021): e0255184. http://dx.doi.org/10.1371/journal.pone.0255184.
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Research has indicated strong relationships between learners’ affect and their learning. Emotions relate closely to students’ well-being, learning quality, productivity, and interaction. Digital game-based learning (DGBL) has been widely recognized to be effective in enhancing learning experiences and increasing student motivation. The field of emotions in DGBL has become an active research field with accumulated literature available, which calls for a comprehensive understanding of the up-to-date literature concerning emotions in virtual DGBL among students at all educational levels. Based on 393 research articles collected from the Web of Science, this study, for the first time, explores the current advances and topics in this field. Specifically, thematic evolution analysis is conducted to explore the evolution of topics that are categorized into four different groups (i.e., games, emotions, applications, and analytical technologies) in the corpus. Social network analysis explores the co-occurrences between topics to identify their relationships. Interesting results are obtained. For example, with the integration of diverse applications (e.g., mobiles) and analytical technologies (e.g., learning analytics and affective computing), increasing types of affective states, socio-emotional factors, and digital games are investigated. Additionally, implications for future research include 1) children’s anxiety/attitude and engagement in collaborative gameplay, 2) individual personalities and characteristics for personalized support, 3) emotion dynamics, 4) multimodal data use, 5) game customization, 6) balance between learners’ skill levels and game challenge as well as rewards and learning anxiety.
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Malik, Anjali, Ambika Prasad Nanda, and Rajeev Kumra. "Children in the digital world: exploring the role of parental–child attachment features in excessive online gaming." Young Consumers 21, no. 3 (June 20, 2020): 335–50. http://dx.doi.org/10.1108/yc-01-2020-1090.
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Purpose The marketing of immersive and competitive online gaming products has proliferated in recent times. Consumption has also shown a substantial increase, especially among children. Such elevated levels of gaming have adversely affected children’s overall well-being. This paper aims to examine the role of parental attachment variables in enhancing children’s self-control behavior in counteracting the adverse effects of excessive gaming. The role of gender in excessive gaming is also studied. Design/methodology/approach A conceptual framework is tested that examines the direct relationship of features of parental attachment with excessive online gaming behavior and an indirect effect through the mediation of a child’s self-control construct using structural equation modeling. Findings The findings indicate that parental attachment through self-control can play a significant role in limiting excessive gaming behavior among vulnerable young gamers. Excessive gaming behavior was more pronounced for boys than girls. Alienation explained excessive gaming behavior among girls, while communication was significant for boys, but in a reversed direction. Research limitations/implications All possible antecedent variables from the literature, like parental rearing style, that may further contribute to developing a comprehensive theoretical framework could not be studied. Practical implications The study suggests that the priming of children achieved through parental attachment relationships may help prevent excessive gaming behavior among vulnerable young gamers. Originality/value This study addresses the gap in the understanding of parental attachment features related to excessive gaming among different genders. It also establishes the role of the intervening mechanism of a child’s self-control in regulating behavior in relation to excessive gaming in the Indian context.
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Yakovleva, T. V., Rimma N. Terletskaya, and D. I. Zelinskaya. "TO THE QUESTION OF PREVENTION OF CHILDREN’S DISABILITY." Russian Pediatric Journal 21, no. 5 (April 30, 2019): 290–96. http://dx.doi.org/10.18821/1560-9561-2018-21-5-290-296.
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The review of information in special literature (according to databases “MedLine”, and Russian Science Citation Index) given the chance in a new way to present some questions of prevention of children’s disability is presented in article; introduction of results of such research to the practice will allow to influence at deeper pathogenetic level processes of a child disability child and also to improve the organizational moments of scheduled maintenance on this direction. Prevention of children’s disability is considered as the system of measures for health protection of mother and the child throughout the childhood. The priority directions of prevention taking into account the reasons for the formation of disability and its structure on the caused disease are designated. Modern technologies of a decrease in genetic freight in population from a position of prevention of hereditary and congenital pathologies, mental diseases and disorders of behavior are stated. Data on the increasing role of an intestinal microbiota are provided in the development and prevention of a number of the diseases influencing the formation of disability of children. From preventive positions, the problem of the fight against an antibiotiс resistance is considered. A number of scientific research is devoted to noninfectious pathology which gains the increasing value not only from persons of young age but also from teenagers. Relevant data on an obesity role are provided in the formation of violations of health which can become the reason for an invalidation of the child. The position of social hygienists expresses the need of creation of a system of hygienic and medico-psychological health and safety of children for the digital environment which has to become a barrier to the development of deviant behavior at the Internet. The dependence on the Internet can lead to an invalidation. In researches influence of carrying out preventive programs at different stages of development of the child on the decrease in the level of the general disability at children is shown. Creation of a system of early prevention of disability in children and a support of the families which are bringing up disabled children and children with limited opportunities of health are among the main priorities of the state social policy of the Russian Federation.
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Khasbulatova, Olga A., and Inna N. Smirnova. "Gender stereotypes in digital society: modern tendencies." POPULATION 23, no. 2 (2020): 161–71. http://dx.doi.org/10.19181/population.2020.23.2.14.
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The relevance of this article is determined by the sustainable reproduction of gender stereotypes in various areas of Russian society. It is shown that gender stereotypes act as part of a person’s motivational complex and, under certain conditions, become a barrier to its development. The purpose of the study is to determine the nature, functions and mechanisms of the impact of gender stereotypes on the life strategies of an individual in a digital society. Offering a typology of personal life strategies, the authors consider a system for transmitting gender stereotypes in preschool and school education. They consider two types of life strategies: the development strategy and the strategy of everyday life. The development strategy refers to the behavior of individuals, which corresponds to the rejection of dependent moods, focus on continuing education and professional success, creative use of their personal potential. The strategy of everyday life involves a focus on solving not long-term, but life’s immediate problems, as well as a high degree of dependence of an individual on the social support of the state. Using the example of content analysis of preschool children’s literature, as well as textbooks of primary, secondary and high school, the authors show that the set of professions and family roles represented in the studied content forms and broadcasts gender stereotypes about professions, occupations, and social roles. High degree of the influence of gender stereotypes on the choice of a profession is a barrier to the development of personality and has a negative impact on the quality of women’s human capital. The state and society may face the problem of a significant part of women abandoning the development strategy in favor of the daily life strategy. The results of the study can be used in the work of Federal and local authorities, in implementation of the Federal projects «Digital Economy» and «Education», as well as in scientific works on this issue.
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Jabłońska-Stefanowicz, Ewa. "Polski rynek książki 2015. Zamrożona transformacja cyfrowa." Roczniki Biblioteczne 60 (June 8, 2017): 299–314. http://dx.doi.org/10.19195/0080-3626.60.14.
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THE POLISH BOOK MARKET 2015. A FROZEN DIGITAL TRANSFORMATIONThe aim of the paper is to assess the impact of electronic books on the Polish book market, including publishers’ off ering and organisation of work. The main method of obtaining information used by the author was in-depth interviews based on a structured scenario. The interviews were conducted with representatives of fifteen companies from various segments of the market offering electronic publications. The author attempted to established the moment of each publisher’s entry into the e-publication market, type of the publisher, ways of distributing the files, the production process, attitude of the publisher to digital publications. An analysis of the information obtained has demonstrated considerable differences in the speed of adoption of new book formats by the various segments of the market. The strongest turn to digital content concerns educational and specialist literature. Publishers of fiction and books for children have reached a state which satisfies readers. They are reluctant to experiment further with digital content because of the high cost of its production and low profits, and in the case of children’s literature — because of the belief of some adult customers that e-publications are not books. However, there is evidence to suggest that publishers deliberately do not support the development of the e-publication market and even hamper it, e.g. by failing to provide information about non-printed book formats on their websites. Yet it should be acknowledged that in recent years everyone has acquired at least basic knowledge of the opportunities created by e-publications and limitations of their production and distribution. Publishers’ employees have acquired basic competences, contacts with technology companies and file distributors have been established. The publishers are now waiting for further developments.
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Teichert, Laura. "Negotiating screen time: A mother’s struggle over ‘no screen time’ with her infant son." Journal of Early Childhood Literacy 20, no. 3 (May 28, 2020): 524–50. http://dx.doi.org/10.1177/1468798420926623.
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The literature on infant and toddler screen time has been built on two traditions—cognitive models of learning and sociocultural models of learning. Cognitive studies have cautioned against the use of screen time for young children because clinical research has not shown children can learn as effectively from screens as they do from human interaction and might delay children’s cognitive development. Conversely, qualitative research has described the social ways children learn and use digital technology through social interactions with other people in their homes. This paper reports on an autoethnographic study of how digital tools were embedded in the everyday ways of life in my home during my son’s first 18 months of life. I present a first-hand account of the tensions I experienced as I grappled with the American Academy of Pediatrics’ recommendation of no, ‘digital media use (except video-chatting) in children younger than 18–24 months’ (p. 3). I juxtapose screen time recommendations with the everyday realities of my life as a first-time mother in the 21st century. Throughout the study, I was enmeshed in two roles—researcher and mother—and drew on phenomenology to describe my infant son and my lived experiences using digital technology in our home. My researcher persona was influenced by the traditions and perspectives of sociocultural theories and new literacy studies and the positive learning that can occur while using digital technology. I noted how digital tools were ingrained in daily moments and ways of life, particularly those which used the TV and smartphones, and could not be removed. Yet, my mother persona felt guilty about our use of digital technology and I struggled with the messages I received from news and social media that warned against screen time for infants and toddlers.
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Camilleri, Mark Anthony, and Adriana Caterina Camilleri. "The students’ readiness to engage with mobile learning apps." Interactive Technology and Smart Education 17, no. 1 (September 18, 2019): 28–38. http://dx.doi.org/10.1108/itse-06-2019-0027.
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Purpose A relevant literature review suggests that today’s children are increasingly immersing themselves in ubiquitous technologies, including interactive media and digital games. Therefore, this paper aims to investigate the primary school students’ intrinsic and extrinsic motivations toward learning via gameplay through their mobile devices, at home and at school. Design/methodology/approach This study was carried out among primary school students in a small European state. It used valid and reliable measures that comprised the technology acceptance model’s key constructs. However, the empirical investigation also explored the students’ perceived enjoyment and social influences, as plausible antecedents for their behavioral intention to engage with the educational applications (apps). Findings The findings reported that there were strong correlations between the students’ perceived usefulness of the mobile technologies and their behavioral intention to use them for their learning. The results also indicated that there was no significant relationship between the perceived ease of use and the children’s enjoyment in engaging with the educational apps that were used at school. Originality/value To the best of the authors’ knowledge, there is no other study in academia that has explored the children’s technology acceptance, normative pressures and their intrinsic motivations to use mobile learning technologies in the context of primary education. Therefore, this contribution opens future research directions, as this study can be replicated in other contexts.
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O’Neill, Brian. "Ecological perspectives and children’s use of the Internet: exploring micro to macro level analysis." Eesti Haridusteaduste Ajakiri. Estonian Journal of Education 3, no. 2 (November 1, 2015): 32–53. http://dx.doi.org/10.12697/eha.2015.3.2.02b.
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Age-old debates on children’s encounters with media technologies reveal a long, fractured and contentious tradition within communication and media studies. Despite the fact there have been studies of effects of media use by children since the earliest days of broadcasting, the subject remains under-theorised, poorly represented in the literature and not widely understood in media policy debates. Old debates have intensified in relation to the study of children and the internet. Pitted between alarmist accounts of risks, excessive use and harmful effects on the one hand and the many accounts about "digital natives" and the transformational power of technology is the empirical project – represented by EU Kids Online among others – of building an evidence base for understanding the evolving environment for youth online engagement. In this paper, I situate that body of work in an ecological context, both in the sense of the Bronfenbrenner’s bio-ecological model that has been so important in the new sociology of childhood, as well as in the more loosely defined theoretical approach of media ecology. The latter tradition, associated primarily with McLuhan and later Postman, frames the media environment as a complex interplay between technology and society in which modes of communication and mediated interaction fundamentally shape human behaviour and social life. These strands offer the basis for framing some of the issues of evidence-based policymaking relating to internet governance, regulation and youth protection online.