Integrating Design Thinking, Digital Technologies and the Arts to Explore Peace, War and Social Justice Concepts with Young Children

2021 ◽  
pp. 21-40
Author(s):  
Maria Hatzigianni ◽  
Athanasios Gregoriadis ◽  
Nektarios Moumoutzis ◽  
Marios Christoulakis ◽  
Vasiliki Alexiou
Keyword(s):  
Social Justice ◽  
Young Children ◽  
Design Thinking ◽  
Digital Technologies ◽  
The Arts

Why Is Safe Science Good Science?

2018 ◽  
Author(s):  
Camilla Kao ◽  
Che-I Kao ◽  
Russell Furr
Keyword(s):  
Decision Making ◽  
Design Thinking ◽  
Good Science ◽  
Safety Issues ◽  
Safety Requirements ◽  
The Arts ◽  
Hands On ◽  
Obvious Benefit ◽  
New Ideas

In science, safety can seem unfashionable. Satisfying safety requirements can slow the pace of research, make it cumbersome, or cost significant amounts of money. The logic of rules can seem unclear. Compliance can feel like a negative incentive. So besides the obvious benefit that safety keeps one safe, why do some scientists preach "safe science is good science"? Understanding the principles that underlie this maxim might help to create a strong positive incentive to incorporate safety into the pursuit of groundbreaking science.<div><br></div><div>This essay explains how safety can enhance the quality of an experiment and promote innovation in one's research. Being safe induces a researcher to have <b>greater control</b> over an experiment, which reduces the <b>uncertainty</b> that characterizes the experiment. Less uncertainty increases both <b>safety</b> and the <b>quality</b> of the experiment, the latter including <b>statistical quality</b> (reproducibility, sensitivity, etc.) and <b>countless other properties</b> (yield, purity, cost, etc.). Like prototyping in design thinking and working under the constraint of creative limitation in the arts, <b>considering safety issues</b> is a hands-on activity that involves <b>decision-making</b>. Making decisions leads to new ideas, which spawns <b>innovation</b>.</div>

scholarly journals The sibling as a factor of parental control over the use of gadgets by children

2021 ◽  
Vol 119 ◽  
pp. 05001
Author(s):  
Nadezhda Sivrikova ◽  
Elena Nemudraya ◽  
Natalya Gilyazeva ◽  
Ekaterina Gnatyshina ◽  
Elena Moiseeva
Keyword(s):  
Young Children ◽  
Parental Control ◽  
Digital Technologies ◽  
Second Child ◽  
Digital Devices ◽  
Frequency Of Use ◽  
The Family ◽  
Mathematical Processing ◽  
The Impact ◽  
Parental Strategies

The study aimed to examine the impact on parental strategies of regulating children’s digital gadgets from having a second child in the family. Ninety-three mothers took part in the survey. Twenty women had two children, one woman – three children, the others women – on one child. Parents evaluated the frequency of use of digital devices by each child and then filled out several checklists. The mathematical processing of data is represented by the analysis of сrosstabs (Cramer’s V Test and Somer’s D Test). The results of the study show that the use of digital devices is widespread among young children. At the same time, with the presence of senior siblings, the age of admission of the child to digital devices decreases. Thus, young children are exposed to digital technologies. Most parents seek to regulate the time and content children use. However, their rules were less stringent for the second child in the family. Parents should pay more attention to this.

Digital Technology in Kindergarten

2019 ◽  
pp. 1541-1560
Author(s):  
Vicki Schriever
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Mobile Devices ◽  
Digital Technology ◽  
Early Childhood Teachers ◽  
Parental Expectations ◽  
Digital Technologies ◽  
Early Childhood Teacher ◽  
Digital Devices

This chapter examines the literature surrounding digital technologies within kindergarten. It highlights the ways in which mobile devices and smart gadgets are used by early childhood teachers and young children in diverse teacher-focused and child-centred approaches. The challenges faced by early childhood teachers to successfully use and integrate mobile devices and smart gadgets within their kindergarten will be explored. These challenges include, meeting curriculum requirements, mediating parental expectations, seeing the potential of digital technologies, having the confidence and self-efficacy to use digital devices and determining the value and place of digital technologies within a play-based environment. Each of these challenges are explored within the chapter and the ways these challenges can be overcome are detailed. The opportunities which mobile devices and smart gadgets present to maximise young children's learning, play and engagement and which facilitate and support the role of the early childhood teacher will also be examined.

Erin Espelie

2019 ◽  
pp. 275-294
Author(s):  
Scott MacDonald
Keyword(s):  
New York ◽  
Digital Technologies ◽  
Cornell University ◽  
Avant Garde ◽  
University Of Colorado ◽  
Lanthanide Series ◽  
The Arts ◽  
Short Films ◽  
History Of ◽  
The University

Artist/scientist Erin Espelie was trained at Cornell University as a biologist, but turned down opportunities to study biology at the graduate level at Harvard and MIT in order to explore the New York City theater scene, before finding her way into independent, “avant-garde” filmmaking, first exploring her interests in biology and the history of science in a series of short films, then producing the remarkable essay-film The Lanthanide Series (2014), which explores the importance of the “rare earths” (the elements with atomic numbers 57–71) for modern communication and informational technologies. The imagery for The Lanthanide Series was recorded, almost entirely, off the reflective surface of an iPad. In her work as a moving-image artist, Espelie combines poetry, science, environmental politics, and modern digital technologies within videos that defy traditional knowledge categories. She is currently editor in chief for Natural History magazine and a director of the NEST (Nature, Environment, Science & Technology) Studio for the Arts at the University of Colorado-Boulder.

scholarly journals Young Children, Maker Literacies and Social Change

2020 ◽  
Vol 10 (10) ◽  
pp. 265
Author(s):  
Kristiina Kumpulainen ◽  
Anne Burke ◽  
Burcu Yaman Ntelioglou
Keyword(s):  
Social Change ◽  
Young Children ◽  
Civic Engagement ◽  
Digital Technologies ◽  
Everyday Activities ◽  
The Everyday

Although making—that is, playing, experimenting, expressing, connecting, and constructing with different tools and materials towards personal and collective ends—has characterised the everyday activities of many children and adults across cultures for ages, there seems to be no doubt that novel digital technologies and media are transforming and re-mixing more traditional maker activities, with new opportunities for communication, collaboration, learning, and civic engagement [...]

Sign in / Sign up

Export Citation Format

Share Document