Mixed Reality Play in the LEGO House

Originally posted on Playing the Archive:
Children’s playworlds are a complex interweaving of physical and digital dimensions, with the border areas between ‘real’ and ‘virtual’ becoming increasingly blurred. The popularity of apps like Pokémon Go and the growing use of these apps by young children suggest that mixed reality play is an expanding area. In…

Toddlers and touchscreens: A parent’s guide

Scrolling stories. Shutterstock Natalia Kucirkova, UCL and Jackie Marsh, University of Sheffield Mixing toddlers and touchscreens can be a tricky – not to mention sticky – situation for today’s parents. Adults often find themselves glued to their smart phones and tablet – and aren’t sure what to do when it comes to sharing those devicesContinue reading “Toddlers and touchscreens: A parent’s guide”

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 recommendationsContinue reading “Guidelines for Children’s Use of Virtual Reality and Augmented Reality Apps and Resources”

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, bothContinue reading “Call for regulation on securing children’s data in personalised reading”

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.Continue reading “Fostering Industry and Academic Partnerships”

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 thatContinue reading “RIP, Club Penguin”

M-learning at a lower primary level in Poland: An example of an outstanding primary teacher

Izabela Jaros Mobile technology is spreading in the contemporary world at a fast rate. It is present in even very young children’s lives. Researchers have noticed the need to examine the impact and influence of this trend upon children’s media literacy. Thus, a number of reports, devoted to a study of the use of multimediaContinue reading “M-learning at a lower primary level in Poland: An example of an outstanding primary teacher”

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 empoweringContinue reading “Community Empowerment: Digital Citizenship for our Youngest Children”

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,Continue reading “Parent as field collaborator when interviewing the pre-verbal and early verbal child”

The Internet of Toys: Implications of increased connectivity and convergence of physical and digital play in young children

By Bieke Zaman, Donell Holloway, and Lelia Green Meet Kibo, a robot that children can program by means of tangible blocks, or Trobo, another smart robot but one which interacts with children in joint storytelling and learning. Or have a look at the Osmo puzzle, which intelligently combines digital instructions and feedback with embodied learning.Continue reading “The Internet of Toys: Implications of increased connectivity and convergence of physical and digital play in young children”