childhood play
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2022 ◽  
Vol 5 (1) ◽  
pp. 11-15
Author(s):  
John K. Hillier ◽  
Chris Unsworth ◽  
Luke De Clerk ◽  
Sergey Savel'ev

Abstract. Insights from a geoscience communication activity, verified using preliminary investigations with an artificial neural network, illustrate that observation of humans' abilities can help design an effective artificial intelligence or “AI”. Even given only one set of “training” examples, survey participants could visually recognize which flow conditions created bedforms (e.g. sand dunes and riverbed ripples) from their shapes, but an interpreter's geoscience expertise does not help. Together, these observations were interpreted as indicating that a machine learning algorithm might be trained successfully from limited data, particularly if it is “helped” by pre-processing bedforms into a simple shape familiar from childhood play.


2021 ◽  

Cultural theorist and political philosopher Walter Benjamin (b. 1892–d. 1940) reflected on the thought processes and imaginative life of the child both in dedicated writings and, tangentially, in his major works. As a young man Benjamin wrote essays critical of high school education, and he was a supporter of the German Youth Movement until he became disillusioned with its nationalist tone. Subsequently Benjamin’s engagement shifted toward early childhood and took many forms: he collected antique children’s books; recorded the sayings and opinions of his infant son; made radio broadcasts for children; composed a memoir of his own childhood years in Berlin; and devoted a number of prose fragments to aspects of drama for young people, play, toys, and the numinous qualities of childhood reading. Influenced by the German Romantic view of the purity of a child’s vision that removes the subject-object barrier, Benjamin suggests in these works that in the course of developing an intense relationship with its immediate locality the child simultaneously absorbs and animates the innate qualities of the natural or manufactured object. Benjamin also regarded language play, witnessed in the utterances of his young son and the magical resonance of his own childhood misunderstandings, as essential to the formation of memory images and the imagination. He does not, however, present an idealized vision of childhood, since children are engaged in a cycle of destruction as well as renewal, and play with the detritus of daily life is essential to the growth of the child’s autonomy—as indeed are acts of mimesis and an immersion in the imaginative world of the book and its illustration. Alongside these observations on the child’s intellectual and imaginative development, Benjamin assumes the role of mentor in broadcasts for children that seek to encourage a historical and political consciousness in the young. He returns to his student interest in education in essays on the nature of colonial and proletarian pedagogy, and in a manifesto on proletarian children’s theater. Initially, little critical attention was paid to Benjamin’s writings on childhood in the English-speaking world, partly because of their gradual appearance in English translation. It is only in recent decades that the significance of Benjamin’s illuminating reflections on childhood, play, and education has become apparent, and that the autobiographical Berlin Childhood around 1900) has gained recognition as an expression in serial “thought-images” of the speculation on memory and materialist historiography that is essential to his philosophy.


2021 ◽  
Vol 3 (4) ◽  
pp. 332
Author(s):  
Hasmalena Lena ◽  
Rukiyah Rukiyah ◽  
Syafdaningsih Syafdaningsih ◽  
Mahyumi Rantina ◽  
Febriyanti Utami ◽  
...  

Alat Peraga/Permainan Edukatif (APE) bagi anak usia dini memegang peranan penting sebagai media stimulasi, pembelajaran dan permainan, sedangkan bagi guru merupakan sarana yang membantu dalam penyampaian pembelajaran. Pelatihan ini bertujuan agar guru PAUD dapat membuat APE serta untuk mengembangkan keterampilan-keterampilan guru dalam membuat inovasi dalam pembuatan APE untuk anak usia dini. Kegiatan ini dilakukan pada hari Sabtu, 8 Agustus 2020 secara online melalui aplikasi Zoom Meeting. Materi yang disampaikan meliputi, (1) Hakikat alat permainan edukatif, (2) Jenis-jenis APE, (3) Keterampilan pembuatan APE, (4) Langkah-langkah pembuatan APE, dan (5) Praktik pembuatan APE dalam proses pembelajaran sesuai karakteristik anak. Kegiatan pelatihan dilaksanakan melalui aplikasi zoom meeting dengan jumlah 36 orang peserta guru PAUD. Model kegiatan yaitu pendampingan dan metode kegiatan yang digunakan presentasi dan peragaan serta unjuk kerja. Berdasarkan hasil evaluasi terjadi peningkatanan pengetahuan guru-guru PAUD setelah pelatihan, hal ini ditunjukkan dengan hasil bahwa guru mampu membuat rancangan alat permainan edukatif, , guru mempu menerapkan alat permainan edukatif walapun dilakukan secara daring dan guru mampu mengimplementasikan kepada anak tentang alat permainan edukatif berbasis pendekatan saintifik. Teaching aids/educational games (APE) for early childhood play an important role as a medium of stimulation, learning and games, while for teachers, it is a tool that helps in learning delivery. This training aims to make PAUD teachers make APE and develop teaching skills in making innovations in making APE for early childhood. This activity was carried out on Saturday, August 8, 2020, online through the Zoom Meeting application. The materials presented include (1) The nature of educational game tools, (2) Types of APE, (3) Skills for making APE, (4) Steps for making APE, and (5) Practice of making APE in the learning process according to children's characteristics. . The training activities were carried out through the Zoom Meeting application with a total of 36 PAUD teacher participants. The activity model is mentoring and activity methods used by presentations and demonstrations as well as performance. Based on the evaluation results, there was an increase in the knowledge of PAUD teachers after training, and this was shown by the results that teachers were able to design educational game tools, teachers were able to apply educational game tools even though they were done online. Teachers were able to implement to children about scientific approach-based educational game tools.


2021 ◽  
Vol 15 (57) ◽  
pp. 589-598
Author(s):  
Arcelita Koscheck

Resumo:As tecnologias digitais e suas possibilidades de acesso estão presentes cada vez mais cedo na vida do sujeito, desde seus primeiros dias de vida, interferindo no desenvolvimento do ser humano desde a infância. Nesta perspectiva, o estudo em questão apresenta uma breve reflexão sobre o brincar na cultura digital no contexto infantil frente as tecnologias digitais. Objetivando discutir a relevância do brincar na infância e a relação das tecnologias digitais em meio ao ensino e a aprendizagem.  Para o alcance do objetivo traçado, pretende-se apresentar um panorama conceitual sobre o brincar e possíveis adversidades na cultura digital, com metodologia, desenvolvido a partir da pesquisa bibliográfica e documental, na perspectiva de Marques; Peccin (2005), Souza; Silva; Carvalho (2010) e Lakatos; Marconi (2010). Neste sentido, o texto discorre sobre concepções e análises acerca do brincar, enfatizando a mobilização dos saberes, a construção de aprendizagens e a socialização para a cultura digital, de modo a contribuir com a formação integral da criança como um todo. Verifica-se que o brincar no século XXI passa por inúmeras mudanças, atingindo espaços, tempos e rotinas, diversificando ambientes para o movimento do brincar e das brincadeiras, ou seja, o brincar sofre influências pelas tecnologias, e, desse modo, torna-se relevante discutir e refletir se tais transformações decorrentes da evolução tecnológica são oportunas para o contexto da infância. Palavras-Chave: Tecnologias Digitais; Infância; Brincar.  Abstract:Digital technologies and their access possibilities are increasingly present in the subject's life, from the first days of life, interfering in the development of human beings from childhood. In this perspective, the study in question presents a brief reflection on playing in digital culture in the children's context against digital technologies. Aiming to discuss the relevance of playing in childhood and the relationship of digital technologies in teaching and learning. To achieve the objective outlined, it is intended to present a conceptual overview of playing and possible adversities in digital culture, with methodology, developed from bibliographic and documental research, from the perspective of Marques; Peccin (2005), Souza; Silva; Carvalho (2010) and Lakatos; Marconi (2010). In this sense, the text discusses conceptions and analyzes about playing, emphasizing the mobilization of knowledge, the construction of learning and socialization for digital culture, to contribute to the integral formation of the child as a whole. It appears that playing in the 21st century undergoes countless changes, reaching spaces, times and routines, diversifying environments for the movement of play and games, that is, playing is influenced by technologies, and, thus, it becomes It is relevant to discuss and reflect on whether such transformations resulting from technological evolution are opportune for the childhood context. Keywords: Digital Technologies; Childhood; Play. 


2021 ◽  
Vol 14 (10) ◽  
pp. e246709
Author(s):  
Monika Gupta ◽  
Yajas Kumar ◽  
Aliza Rizvi ◽  
Harshita Vig

Non-powder firearm-related injuries to the head and neck carry the potential risk of significant morbidity and mortality. Such penetrating injuries tend to be under-reported and trivialised especially in children. Air gun pellet injury may cause damage to both soft tissue and bone. Some metals, when embedded in body tissue, can evoke a foreign body reaction or release toxins over time. It therefore becomes imperative to retrieve these pellets. We present one such case of accidental lodgement of airgun pellet in the right maxilla of a 12-year-old boy during childhood play with an airgun which went unnoticed at that time and was surgically retrieved after a decade. The patient had not suffered from any neurosensory deficit.


2021 ◽  
Vol 3 (3) ◽  
pp. 267-284 ◽  
Author(s):  
Stephen B. Billings ◽  
Eric Chyn ◽  
Kareem Haggag

How do early-life experiences shape political identity? We examine the end of race-based busing in Charlotte-Mecklenburg Schools, an event that led to large changes in school racial composition. Using administrative data, we compare party affiliation in adulthood for students who had lived on opposite sides of newly drawn school boundaries. Consistent with the contact hypothesis, we find that a 10 percentage point increase in the share of minorities in a White student’s assigned school decreased their likelihood of registering as a Republican by 2 percentage points (12 percent). Our results suggest that schools in childhood play an important role in shaping partisanship. (JEL D72, H75, I21, I28, J15)


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