Guidelines for Children’s Use of Virtual Reality and Augmented Reality Apps and Resources

By Elizabeth Milovidov, Digital Parenting Consultant and Coach Currently, there are no real guidelines, legislation or codes of conduct for the introduction of Virtual Reality (VR) and Augmented Reality (AR) into children’s environments (including whether VR and AR are used for gaming, research, educational or marketing purposes to children), but an excellent starting point for recommendations…

Call for regulation on securing children’s data in personalised reading

While children’s reading experience is being transformed with digital reading formats, personalised and interactive books allowing for more personalisation, there are risks around the data this releases. Natalia Kucirkova and Rosie Flewitt identify four main areas of concern and call for regulation. Natalia is Senior Research Associate, and Rosie is Reader in Early Communication and Learning, both…

Fostering Industry and Academic Partnerships

Jackie Marsh and Dylan Yamada-Rice Arguably, there has never been a more important time to foster industry- academia research in the field of children’s digital and media practices that now. Fast-changing developments in technology have led to significant changes in young children’s lives, and it is hard to keep up with some of these transformations….

RIP, Club Penguin

by Jackie Marsh, University of Sheffield, UK On 31st January, 2017, Disney announced that it was closing Club Penguin, the virtual world that was originally launched by an independent Canadian company in 2005, acquired by Disney in 2007, and which, at the height of its popularity, had over 200 million registered users. Inevitably, given that…

Community Empowerment: Digital Citizenship for our Youngest Children

By Vitor Tomé, Algarve University, Faro, Portugal, and Belinha de Abreu, Sacred Heart University, Fairfield, Connecticut, USA In a small community, Odivelas, which can be found within Lisbon area, Portugal is an on-going community based research project on digital citizenship. The focus of the work is on children ages 3-9 with the purpose of empowering…

Parent as field collaborator when interviewing the pre-verbal and early verbal child

By Donell Holloway and Kylie Stevenson, ECU University, Perth, Australia This blog features two research strategies developed for interviewing pre-verbal and early verbal children (0-3s) for our research project titled Toddlers and Tablets. These strategies (among others developed for the project) recognise the competence of even the youngest touchscreen users as informants and utilises modified,…

Digital manipulatives: A new approach to digital literacy

by Cristina Sylla Centre for Child Studies / engageLab, University of Minho, Portugal Digital manipulatives (Resnick et al. 98) are objects or surfaces enhanced with computational properties that allow manipulating digital content. This new interaction paradigm has changed the way users interact with technology, being particularly adequate for young children, as they provide a more…

Augmented reality apps – value beyond the hype?

By Jackie Marsh, University of Sheffield, UK Augmented Reality (AR) consists of a blend of the physical world and virtual world. In this blended reality, three-dimensional images or environments are projected onto a physical object. The technology is not new, having been around since the 1960s, but tablet apps are now enabling children in contemporary…

What are pre-schoolers doing with tablets and is it good for them?

The undeniable reality is that ever younger children are gaining access to tablets, becoming proficient tablet users, but is this really in their best interests, developmentally? Sonia Livingstone highlights the findings of a recent report looking into young children’s digital play and opportunities. Sonia is Professor of Social Psychology at LSE’s Department of Media and…