التفاصيل البيبلوغرافية
| العنوان: |
Co-design with children, families, and educators for understanding children’s digital life-worlds for play and learning. |
| المؤلفون: |
Stavholm, Emelie1 (AUTHOR) emelie.stavholm@gu.se, Mackley, Honor2 (AUTHOR), Caughey, Jane2 (AUTHOR), Heard, Alexandra2 (AUTHOR), Edwards, Susan2 (AUTHOR) |
| المصدر: |
CoDesign. Nov2024, p1-16. 16p. |
| مصطلحات موضوعية: |
*EARLY childhood educators, *HESITATION, *CAREGIVERS, *PARTICIPATORY design, *ADULTS, *DIGITAL technology |
| مستخلص: |
The world is now recognised by many scholars as digitally networked, and it is known that children use technologies for play, learning, and development in their everyday lives. This implies that caregivers and educators need to address these experiences to optimise their response to children’s developmental needs. This has proven challenging as digital technologies are often regarded as hindering more traditional ‘hands-on’ forms of play and as a ‘problem’ that needs regulating. This paper therefore reports on examples from three separate studies of co-design research conducted with children, families, and educators for understanding children’s digital life-worlds for play and learning. By examining these three examples, our aim was to identify common elements of co-design evident in research with children and their adults directed towards addressing the problem of adult hesitancy regarding technology use by children in their play and learning. Five main findings were identified as central to the conduct of co-design research with children and their adults regarding children’s experiences with digital technologies. These were: Mode of action, Collaboration, Creativity, Agency, and Data. The findings are discussed in relation to research with children facilitating a cultural role in informing practice rather than a technical role. [ABSTRACT FROM AUTHOR] |
| قاعدة البيانات: |
Academic Search Index |