Young Children’s Rights in a Digital World: Play, Design and Practice

Acknowledgements
Contents
List of Figures
List of Tables
Chapter 1: Introduction
	Part I: The Early Childhood Home
	Part II: Pedagogy Approaches and Challenges
	Part III: Connected Toys at Home and at School
	Part IV: Privacy and Protection
	References
Part I: The Early Childhood Home
	Chapter 2: ``The Tablet Is My Best Friend!´´: Practices and Perceptions of Young Children and Their Parents
		Introduction
		Young Children and the Tablet
			Why Young Children Prefer the Tablet
			How Children and Parents Perceive Digital Media
			What Is the Role Played by Parents
		Methodology
			Research Questions
			Research Design
			Participants
		Findings and Discussion
			Digital Practices of Young Children
			Perceptions of Children and Parents Towards Digital Media
			Parental Mediation
		Conclusions
		References
	Chapter 3: Family Mediating Practices and Ideologies: Spanish and Portuguese Parents of Children Under Three and Digital Media...
		Introduction
		Parental Mediation and Children as Participants in Family Practice
		The Five Case Study Families in Spain and Portugal
		Young Children´s Media Ecologies, Practices and Processes
			Gloria
			Roser
			Matias
			Toms
			Vicente
		A Summary of Mediation Practices and Processes Across Cases
		Digital Media Ideologies
		Conclusions
		References
	Chapter 4: Digital Parenting and Transnational Migration: Cultural and Emotional Drives for Digital Media Use
		Introduction
		Parenting the Digital in Migrant and Transnational Families
		The Context: Portugal at the Intersection of Global Movement of People
		The Longitudinal Study `iTec Families´: Aims, Methods and Ethics
		Digital Parenting and Digital Media Management at the Intersection of Transnational and Migration Flows
			Digital Media Appropriation and Mediation
			Digital Media as Drives for Cultural and Emotional Management
		Summary and Final Thoughts
		References
	Chapter 5: Children´s Rights to `Good´ and `Bad´ Screen Time: Parental Narratives of How Children Do Family Online
		Family Life and the Right to Screen Time
		Children´s Screen Time and Digital Preferences
		Our Study (Methods)
		Screen Time as a Bonding or Separative Family Practice
			Screen Time for Family Bonding
			Screen Time, `Natural Childhoods´, and Parenting Guilt
			Actively Balancing Screen Time
		Forced Disconnections
		References
	Chapter 6: Taking over the Home: Children´s Mobile Media Play in Domestic Space
		Introduction
		Domestic Media Usage
		Data Collection
		Arthur and the Tension of Volume
		Anna and the Tension of Sharing
		Conclusion
		References
	Chapter 7: Think of the Parents: Parental Controls in Digital TV and Family Implications
		Introduction
		Literature Review
			Parents and Protocol
			Black Box Mythology and Algorithmic Culture
			Netflix and Families
		Case Study: Netflix´s Parental Controls Interface as Discourse
		Discussion
			Self-Preservation Through Self-Regulation
		References
	Chapter 8: Screening Language Acquisition Skills in a Mediated Childhood
		Overview of ARC Project
		Methodology
		Interview Strategies
		A Brief Ethnography of the Zhang/Chen Family
			Family Life
			A Fluid Multimodal Digital Engagement, Scaffolded by Parents
			Intergenerational Scaffolding
			Lavinia´s Digital Multiliteracies
			Lavinia as a Bilingual Child
		Conclusion
		References
Part II: Learning and Teaching
	Chapter 9: Media Arts in Early Childhood: A Framework for Developing Young Children´s Creative Participation in the Digital Wo...
		Introduction
		The Digital Ecology
		The Epiliterate Child Developing Literacy with the Mindset of the Artist
		The Nature of Arts Learning Experiences
		Children´s Storytelling in Media Arts
		The Educator´s Role
		Conclusion
		References
	Chapter 10: The Impact of Digital Technologies on the Role of the Early Childhood Teacher
		Introduction
		Literature Review
		Methodology and Methods
		Research Findings
			Regulate Digital Technologies and Privilege Traditional Pedagogies
			Value Digital Technologies and Facilitate Children´s Digital Experiences
			Striking a Balance
			Findings Summary
		Discussion
			Digital Technologies and a Traditionally Focused Perception of the Role
			Digital Technologies and an Educationally Focused Perception of the Role
			Digital Technologies and a Dual Care/Education Focused Perception of the Role
		Conclusion
		References
	Chapter 11: Bridging Communities: Developing Digital Literacies and Introducing Digital Technologies in the Montessori Early C...
		Introduction
		The Montessori Classroom
		Digitisation and Montessori Classrooms
		The Global Meets the Immediate School Context
		What Are Digital Literacies in the Montessori Classroom?
		When Digital Literacies Meet Digital Technologies in the Montessori Classroom
		Conclusion
		References
	Chapter 12: Understanding the Mutuality of Play and Media Literacy in Young Children
		Introduction
		Media Literacy and Participation
		Five Dimensions of Play
		The Research Context
		Grand Theft Auto or `The Car Game´: Driving Fast and Crashing Cars
		`The Car Game´: `... and you can do all kinds of strange stuff´
		A Semiotic Reading of the Drawing
		Child-to-Child Interview
		Making a Game
		Conclusion
		References
	Chapter 13: Digital Technologies and Children: Does more Digital Interactivity Make for Better Learning?
		Introduction
		Learning, Interactivity, and Experience
		Digital Technologies and Interactivity in Education
		Understanding Cognitive Load
		The Model of Interactivity
		Visual Mapping of Interactivity in Learning Experiences
			Description of Learning Experience Scenario 1
			Application of Model to Learning Experience Scenario 1
			Description of Learning Experience Scenario 2
			Application of Model to Learning Experience Scenario 2
			Description of Learning Experience Scenario 3
			Application of Model to Learning Experience Scenario 3
		Discussion: Cognitive Load and Interactivity
		Conclusion
		References
	Chapter 14: Disability and Remote Learning during COVID-19
		Introduction
		Locating Disability in Society
		A Universal Right to Education
		Remote Learning for Children with Disability during COVID-19
		Not Even Remotely Fair: Experiences of Children with Disability during COVID-19
		Digital Rights and the Rights of People with Disability
		Conclusion
		References
Part III: Connected Toys at Home and School
	Chapter 15: Internet of Toys and Forms of Play in Early Education: A Longitudinal Study of Preschoolers´ Toy-Based Learning Ex...
		Introduction
		Toy-Based Learning and Pedagogy in the Early Childhood Curriculum
		Our Study
			Data Collection
			Data Analysis
		A Case Study of IoToys
			Wonder Workshop´s Dash
			Fisher-Price Smart Toy Bear
		Findings
		Conclusion
		References
	Chapter 16: Digital Play Objects as Part of Preschool Children´s Imaginative Play
		Introduction
		Play, Creativity and Learning Environments
		Digital Play
		Adults´ Roles in Play
		The Study
		Children´s Imaginative Play
			Episode 1
			Episode 2
			Episode 3
		Discussions and Conclusions
		References
	Chapter 17: Co-Creating Hybrid Toys as an Approach to Understand Children´s Needs in Play Experience
		Introduction
		Hybrid Toys and Understanding the User
			Play Objects and Technology
			Understanding the User
		Methodology
			Co-Creation
			Concept Mapping
			Network Analysis
			Questionnaire
			Study
		Results
		Discussion
		Conclusions
		References
	Chapter 18: Assessing Developmental Difficulties in Children Through Connected Smart Toys
		Introduction
		The Smart Toys Platform Architecture
			Design Requirements
				Child Development Requirements
				Technological and Environmental Requirements
				Security and Privacy Requirements
			View-Based Design
			Physical Entities
		Prototypes and Tests
		Discussion and Future Work
		References
	Chapter 19: Young Children Learning to Code: A Digital Technologies Framework for the Early Years
		Introduction
		Making Choices: Touchscreens and Tangible Coding Technologies (TCTs)
		Play Based Learning with Digital Technologies
		Our Action Research Project
		Grounded Theory Analysis and Emerging Themes
		An Early Years DigiTech Framework: Coding and Creating
		Discussion and Conclusion
		References
Part IV: Privacy and Protection
	Chapter 20: Researching Representations of Children and Childhood on Instagram: Ethical and Methodological Considerations
		Introduction
		Exploring the Literature
		Methodological Considerations
			Engaging Ethically
			Recruitment
			Data Collection and Analysis
		Conclusion
		Appendix 1: Interview Questions
		References
	Chapter 21: The `Sharent´ Trap: Parenting in the Digital Age and a Child´s Right to Privacy
		Introduction
		Parents, Social Media Use and Issues of Privacy
		Method
		Results
		Discussion and Conclusion
		References
	Chapter 22: Santa´s Little Helper and Star of Instagram, Elf on the Shelf: Gendered Labour, Normalising Surveillance and Digit...
		Introduction
		When Instagram Selfies, Christmas, Children and Mums Collide Within a Marketised Society
			Instagram and Selfies
			Mothers and Children as Social Media Influencers
			The Impact of Christmas on Mothers and Children
		Method
		Results and Discussion
		Conclusion
		References
	Chapter 23: Digital Predictions: Children´s Futures, Opportunities and Obstacles
		Introduction
		The Child as a Data Re/source
		Predictive Modelling, Analytics and Action
		Commercial Care
		Captured at School (Educational Data Mining)
		Issues with Predictive Techniques
			Aims and Context
			Process
		Moving Forward
		References
	Chapter 24: Research Ethics and Digitising Early Childhood
		Introduction
		Pragmatism as a Research Paradigm
		Digital Child Ethical Research Framework
		Our Approach
			Vignette One
				Discussion
			Vignette Two
				Discussion
			Vignette Three
				Discussion
			Vignette Four
				Discussion
		Conclusion
		References