Sedated by the Screen

Managing Screen Time in an Online Society - Advances in Human and Social Aspects of Technology ◽

10.4018/978-1-5225-8163-5.ch001 ◽

2019 ◽

pp. 1-30

Author(s):

Lídia Oliveira

Keyword(s):

Young People ◽

Screen Time ◽

Empirical Studies ◽

Tablet Computer ◽

Review Of The Literature ◽

Daily Lives ◽

Children And Young People ◽

Use Of Time ◽

The Social ◽

Social Use

The social use of time has been progressively affected by the presence of screen devices in people's daily lives. These devices are of various types: television, tablet, computer, smartphones, etc. However, all of these have a power of seduction that makes people want to use them. In reality, a significant part of tasks are mediated by screens, whether they are playful tasks, socializing, work or training. In this chapter, the authors reflect on some quasi-paradoxical situations triggered by screen time, which shows that one is sedated by the screen. Then, they present the results of a systematic review of the literature focused on the concept of “screen time,” which shows that the excessive use of the screen is causing various health problems, especially in children and young people. And, the results of two empirical studies are presented, one with young people between 12 and 18 years old, and the other with university students. The results of both studies demonstrate the need to develop competences in the management of the social use of time, that is, to develop time literacy.

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It Is More Than Language

The Oxford Handbook of Deaf Studies in Learning and Cognition ◽

10.1093/oxfordhb/9780190054045.013.1 ◽

2020 ◽

pp. 79-98

Author(s):

Dianne Toe ◽

Louise Paatsch ◽

Amy Szarkowski

Keyword(s):

Specific Area ◽

Cooperative Interaction ◽

Social And Emotional Development ◽

Children And Young People ◽

Social And Emotional ◽

The Social ◽

Pragmatic Skills ◽

Social Use ◽

The Impact ◽

Shed Light

Deaf and hard-of-hearing (DHH) children who use spoken language face unique challenges when communicating with others who have typical hearing, particularly their peers. In such contexts, the social use of language has been recognized as an area of vulnerability among individuals in this population and has become a focus for research and intervention. The development of pragmatic skills intersects with many aspects of child development, including emotional intelligence and executive function, as well as social and emotional development. While all these areas are important, they are beyond the scope of this chapter, which highlights the impact of pragmatics on the specific area of cognition. Cognitive pragmatics is broadly defined as the study of the mental processes involved in the understanding of meaning in the context of a cooperative interaction. This chapter explores how DHH children and young people construe meaning in the context of conversations and expository interactions with their peers. The chapter aims to examine the role played by the cognitive processes of making inferences and comprehending implicature, within the overall display of pragmatic skills. Further, the authors use this lens in the analysis of interactions between DHH children and their peers in order to shed light on the development of pragmatic skills in children who are DHH.

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Impact of lockdown and school closure on children in special schools: a single-centre survey

BMJ Paediatrics Open ◽

10.1136/bmjpo-2020-000981 ◽

2021 ◽

Vol 5 (1) ◽

pp. e000981

Author(s):

Tapomay Banerjee ◽

Amjad Khan ◽

Piriyanga Kesavan

Keyword(s):

Young People ◽

Significant Role ◽

Well Being ◽

School Closure ◽

Special Educational Needs ◽

Single Centre ◽

Special Schools ◽

Daily Lives ◽

Children And Young People ◽

The Impact

Special schools play a significant role in the daily lives of children and young people with special educational needs and disabilities. We explored the impact of the COVID-19-related first lockdown and resulting school closure by surveying parents whose children attended three special schools in Bedford, UK. We asked about anxiety and impact on emotional well-being and education. We received 53 responses from parents: 31 felt their child was more anxious during the lockdown period/school closure compared with beforehand and 42 felt their child’s emotional well-being had been affected. Children and young people attending special schools may have struggled both academically and emotionally during the COVID-19 pandemic.

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Novice Programming Environments

Innovative Methods, User-Friendly Tools, Coding, and Design Approaches in People-Oriented Programming - Advances in Computer and Electrical Engineering ◽

10.4018/978-1-5225-5969-6.ch001 ◽

2018 ◽

pp. 1-41 ◽

Cited By ~ 1

Author(s):

Judith Good

Keyword(s):

Young People ◽

State Of The Art ◽

The State ◽

Programming Environments ◽

Children And Young People ◽

Teaching And Research ◽

The Social ◽

Novice Programming ◽

Further Development ◽

Looking Glass

In 2011, the author published an article that looked at the state of the art in novice programming environments. At the time, there had been an increase in the number of programming environments that were freely available for use by novice programmers, particularly children and young people. What was interesting was that they offered a relatively sophisticated set of development and support features within motivating and engaging environments, where programming could be seen as a means to a creative end, rather than an end in itself. Furthermore, these environments incorporated support for the social and collaborative aspects of learning. The article considered five environments—Scratch, Alice, Looking Glass, Greenfoot, and Flip—examining their characteristics and investigating the opportunities they might offer to educators and learners alike. It also considered the broader implications of such environments for both teaching and research. In this chapter, the author revisits the same five environments, looking at how they have changed in the intervening years. She considers their evolution in relation to changes in the field more broadly (e.g., an increased focus on “programming for all”) and reflects on the implications for teaching, as well as research and further development.

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MAINTAINING CHILDREN'S MENTAL HEALTH IN THE RISKS OF THE 21st CENTURY

Problems of Psychology in the 21st Century ◽

10.33225/ppc/20.14.84 ◽

2020 ◽

Vol 14 (2) ◽

pp. 84-86

Author(s):

Sergii Boltivets

Keyword(s):

Mental Health ◽

Young People ◽

Social World ◽

Young Person ◽

Children And Youth ◽

Future Generations ◽

Children And Young People ◽

Living Things ◽

The Social ◽

Mental Abilities

Among the threats and dangers of the future, our duty to the younger and future generations is to develop the instincts, feelings and self-preservation of children and young people, who by their very birth suffer from inventions, conflicts and crises inherited by all previous older generations. The dominants of future self-preservation are in the mental development of children and youth, the main of which we consider mental abilities, development of feelings and especially - a sense of empathy for all living things, as well as - the imagination of every child and young person. her own life and the lives of others. Our common methodology should be to understand that the social world is not simplified, but complicated, and we have a duty to prepare our children and young people to solve these complications.

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Learners at the Wheel

International Journal of People-Oriented Programming ◽

10.4018/ijpop.2011010101 ◽

2011 ◽

Vol 1 (1) ◽

pp. 1-24 ◽

Cited By ~ 13

Author(s):

Judith Good

Keyword(s):

Young People ◽

Crucial Role ◽

Computational Thinking ◽

Programming Environments ◽

Children And Young People ◽

The Social ◽

Context Of Use ◽

Looking Glass

In recent years, there has been an increase in the number of programming environments which are freely available for use by novice programmers, particularly children and young people. What is interesting about these environments is the level of sophistication that they offer in terms of their development and support features, but also the motivating and engaging contexts that they provide, where programming is a means to a creative end rather than an end in itself. Furthermore, these environments can no longer be considered independent of their broader context of use, where the social and collaborative aspects of learning play a crucial role. This article considers five such environments: Scratch, Alice, Looking Glass, Greenfoot and Flip, examining their characteristics, and investigating the opportunities they might offer to educators and learners alike. It suggests that their learner centredness plays an important role in their appropriation and use. By looking at changes in the development of such languages and environments, the article considers the implications for both research and for education, particularly in light of the current computational thinking agenda.

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Imaginários da infração juvenil: uma análise de três trajetórias da socioeducação de meio aberto

ILUMINURAS ◽

10.22456/1984-1191.75736 ◽

2017 ◽

Vol 18 (44) ◽

Author(s):

Bruna Rossi Koerich ◽

Fernanda Bittencourt Ribeiro

Keyword(s):

Young People ◽

Prison Population ◽

Qualitative Approach ◽

Homicide Rate ◽

Youth Participation ◽

Social Imaginary ◽

Daily Lives ◽

Social Actors ◽

Violent Youth ◽

The Social

O Brasil está entre os países com a maior taxa de homicídios entre jovens, e uma das mais crescentes taxas de participação de jovens na população carcerária. Esses dados fortalecem a associação entre juventudes e violências e um imaginário social de jovem violento. Esse artigo se propõe a discutir quais as imagens que os jovens envolvidos em trajetórias infracionais fazem acerca de si mesmos e quais as principais imagens produzidas sobre eles pelos principais atores sociais envolvidos no seu cotidiano. Para tanto, partiu-se da apresentação de fragmentos biográficos de três jovens em cumprimento de medidas socioeducativas de meio aberto, apreendidas durante campo para dissertação de mestrado, desenvolvido mediante uma abordagem qualitativa de inspiração etnográfica. Foram encontrados aproximações e distanciamentos nas imagens mobilizadas em cada uma das narrativas recontadas, apontando para o fato de que o imaginário social acerca da intersecção entre juventude e violência é menos homogênea do que faz parecer o senso comum sobre a temática. Palavras-chave: Imaginários. Juventude. Narrativas.Imaginaries of juvenile infraction: an analysis of three trajectories of the socioeducation of the open meansAbstractBrazil is among the countries with the highest homicide rate among young people, and one of the highest rates of youth participation in the prison population. These data strengthen the association between youths and violence and a social imaginary of violent youth. This article proposes to discuss which images the young people involved in infractional trajectories do about themselves and which are the main images produced on them by the main social actors involved in their daily lives. For that, we started with the presentation of biographical fragments of three young people in compliance with socioeducative measures of open means, seized during field for dissertation of master, developed through a qualitative approach of ethnographic inspiration. We have found approximations and distances in the images mobilized in each of the narratives recounted, pointing to the fact that the social imaginary about the intersection between youth and violence is less homogeneous than does common sense on the subject.Key words: Imaginaries. Youth. Narratives.

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Treasuring the Social in Social Pedagogy

Children Australia ◽

10.1017/cha.2015.49 ◽

2015 ◽

Vol 40 (4) ◽

pp. 348-350 ◽

Cited By ~ 1

Author(s):

Robyn Kemp

Keyword(s):

Social Work ◽

Young People ◽

Social Worker ◽

Social Care ◽

Children And Young People ◽

Social Pedagogy ◽

The Social ◽

Vulnerable People ◽

Management Positions ◽

Outcomes For Children

Robyn is a UK-qualified social worker who has a deeply held passion for, and some 30 years of experience working with disenfranchised and/or vulnerable people and children and young people in care. She has a strong interest in social pedagogy and residential childcare both operationally and strategically. Since 1995, she has been in a variety of management positions and has developed and delivered training, conferences, workshops and consultancy on children's social work and social care for the statutory, voluntary and independent sectors. Her work has aimed at improving both the experiences and outcomes for children and young people in or on the edge of care and raising the profile of those affected by, and working within, the social work and social care sectors.

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