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…

What and how should parents be advised about ‘screen time’?

Alicia Blum-Ross and Sonia Livingstone explore current attitudes and advice to parents in relation to children and ‘screen time’ and asks whether it is still fit for purpose in today’s world. This blog coincides with a new Media Policy Project policy brief on the subject, authored by Alicia Blum-Ross and Sonia Livingstone. Alicia is a researcher and Sonia is a Professor of…

Digital books supporting reading for pleasure

By Natalia Kucirkova (Manchester Metropolitan University) and Teresa Cremin (The Open University), UK Children’s apps started as a Digital Wild West, with minimal guidance on how to develop, choose and use them. Thousands were advertised as ‘educational’ and often the most popular ones focused on children’s literacy development from a skills based perspective. Recently, The…

Pokémon Go and augmented reality play

By Jackie Marsh, University of Sheffield, UK Already, tales of mythic proportions surround the ‘Pokémon Go’ app. Reports abound of stabbings, robbings, shootings, people falling off cliffs and even finding corpses as they play the game. There are concerns about sex offenders targeting children, and children accessing dangerous spaces to get their next Pokémon monster….

Digital play

Jackie Marsh, University of Sheffield, UK How is children’s play changing in the digital age? Are fundamental aspects of children’s play changing, or do many aspects of play remain the same? This is a question being asked by a range of people including parents, teachers, and the media. In a recent research study on under…