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This volume focuses on very young children's (aged 0-8) rights in a
digital world. It gathers current research from around the globe
that focuses on young children's rights as agental citizens to the
provision of and participation in digital devices and content-as
well as their right to protection from harm. The UN Digital Rights
Framework of 2014 addresses children's needs, agency and
vulnerability to harm in today's digital world and implies roles
and responsibilities for a variety of social actors including the
state, families, schools, commercial entities, researchers and
children themselves. This volume presents a broad range of
research, including chapters on parental supervision and control,
the changing forms of play, early childhood education, media and
cultural studies, law, design, health, special-needs education, and
engineering. Implicit within this book is the acknowledgement that
children of various ages, abilities, socioeconomic and geographic
backgrounds should have equal access to, and positive / non-harmful
experiences with, new digital technologies and content-as well as
adult support and expertise that enhances these experiences. This
passionate book celebrates the diversity of young children's
activities in the digital world. It interrogates these through four
intersecting lenses: their rights, play experiences, contextualised
design, and best practice. Balancing children's eager engagement
with digital content alongside adult responsibilities for
education, privacy and protection, the volume provides a fitting
showcase for work of global relevance. Professor Lelia Green
Professor of Communications Edith Cowan University Perth, Western
Australia This compelling text provides a critical resource to
inform our understanding of the intersection of the digital world
and children's rights. Ilene R. Berson, Ph.D. Professor of Early
Childhood Education Affiliate Faculty, Learning Design &
Technology Area Coordinator, Early Childhood Coordinator, Early
Childhood Ph.D. Program University of South Florida College of
Education A truly international collection that investigates young
children's engagement with digital technologies. Identifying issues
of public interest around digital practices, this highly readable
book is a valuable resource for researchers, parents and policy
makers. Professor Susan Danby Director, ARC Centre of Excellence
for the Digital Child and, Faculty of Education School of Early
Childhood and Inclusive Education QUT Kelvin Grove, Queensland
This companion presents the newest research in this important area,
showcasing the huge diversity in children's relationships with
digital media around the globe, and exploring the benefits,
challenges, history, and emerging developments in the field.
Children are finding novel ways to express their passions and
priorities through innovative uses of digital communication tools.
This collection investigates and critiques the dynamism of
children's lives online with contributions fielding both global and
hyper-local issues, and bridging the wide spectrum of connected
media created for and by children. From education to children's
rights to cyberbullying and youth in challenging circumstances, the
interdisciplinary approach ensures a careful, nuanced,
multi-dimensional exploration of children's relationships with
digital media. Featuring a highly international range of case
studies, perspectives, and socio-cultural contexts, The Routledge
Companion to Digital Media and Children is the perfect reference
tool for students and researchers of media and communication,
family and technology studies, psychology, education, anthropology,
and sociology, as well as interested teachers, policy makers, and
parents.
This companion presents the newest research in this important area,
showcasing the huge diversity in children's relationships with
digital media around the globe, and exploring the benefits,
challenges, history, and emerging developments in the field.
Children are finding novel ways to express their passions and
priorities through innovative uses of digital communication tools.
This collection investigates and critiques the dynamism of
children's lives online with contributions fielding both global and
hyper-local issues, and bridging the wide spectrum of connected
media created for and by children. From education to children's
rights to cyberbullying and youth in challenging circumstances, the
interdisciplinary approach ensures a careful, nuanced,
multi-dimensional exploration of children's relationships with
digital media. Featuring a highly international range of case
studies, perspectives, and socio-cultural contexts, The Routledge
Companion to Digital Media and Children is the perfect reference
tool for students and researchers of media and communication,
family and technology studies, psychology, education, anthropology,
and sociology, as well as interested teachers, policy makers, and
parents.
This volume focuses on very young children's (aged 0-8) rights in a
digital world. It gathers current research from around the globe
that focuses on young children's rights as agental citizens to the
provision of and participation in digital devices and content-as
well as their right to protection from harm. The UN Digital Rights
Framework of 2014 addresses children's needs, agency and
vulnerability to harm in today's digital world and implies roles
and responsibilities for a variety of social actors including the
state, families, schools, commercial entities, researchers and
children themselves. This volume presents a broad range of
research, including chapters on parental supervision and control,
the changing forms of play, early childhood education, media and
cultural studies, law, design, health, special-needs education, and
engineering. Implicit within this book is the acknowledgement that
children of various ages, abilities, socioeconomic and geographic
backgrounds should have equal access to, and positive / non-harmful
experiences with, new digital technologies and content-as well as
adult support and expertise that enhances these experiences. This
passionate book celebrates the diversity of young children's
activities in the digital world. It interrogates these through four
intersecting lenses: their rights, play experiences, contextualised
design, and best practice. Balancing children's eager engagement
with digital content alongside adult responsibilities for
education, privacy and protection, the volume provides a fitting
showcase for work of global relevance. Professor Lelia Green
Professor of Communications Edith Cowan University Perth, Western
Australia This compelling text provides a critical resource to
inform our understanding of the intersection of the digital world
and children's rights. Ilene R. Berson, Ph.D. Professor of Early
Childhood Education Affiliate Faculty, Learning Design &
Technology Area Coordinator, Early Childhood Coordinator, Early
Childhood Ph.D. Program University of South Florida College of
Education A truly international collection that investigates young
children's engagement with digital technologies. Identifying issues
of public interest around digital practices, this highly readable
book is a valuable resource for researchers, parents and policy
makers. Professor Susan Danby Director, ARC Centre of Excellence
for the Digital Child and, Faculty of Education School of Early
Childhood and Inclusive Education QUT Kelvin Grove, Queensland
The easy interface of touchscreen technologies like tablets and
smartphones have enabled children to access the digital world from
a very young age. But while some commentators are enthusiastic
about how this can open up a new world for play, learning, and
developing digital skills, others see the dangers of yet more
screens, inauthentic play, and time spent isolated with electronic
babysitters that detract from interaction with parents and the
learning of social skills. Including a glossary of key terms, this
book draws on a three-year research project examining the realities
of 0-5 years olds’ experiences of these technologies in the UK
and Australia. The authors draw heavily on Vygotsky and engage with
other thinkers including Bronfenbrenner and Bruner. It explores how
parents of young children evaluate these opportunities and
concerns, and how they try to work out ways to parent in relation
to technologies they did not experience in their own childhood. The
book examines how digital technologies fit in with other elements
of children’s daily lives including their preferences, pleasures
and sociability. The book also explores the extent to which
grandparents, parents and educators engage with children’s
experience of digital technologies.
The Internet of Toys (IoToys) is a developing market within our
Internet of Things (IoT) ecosystem. This book examines the rise of
internet-connected toys and aims to anticipate the opportunities
and risks of IoToys before their widespread diffusion. Contributors
to this volume each provide a critical analysis of the design,
production, regulation, representation and consumption of
internet-connected toys. In order to address the theoretical,
methodological and policy questions that arise from the study of
these new playthings, and contextualise the diverse opportunities
and challenges that IoToys pose to educators, families and children
themselves, the chapters engage with notions of mediatization,
datafication, robotification, connected and post-digital play. This
timely engagement with a key transformation in children's play will
appeal to all readers interested in understanding the social uses
and consequences of IoToys, and primarily to researchers and
students in children and media, early childhood studies, media and
communications, sociology, education, social psychology, law and
design.
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