ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparing Children's E-Safety Strategies with Guidelines Offered by Adults
Author: Lorenz, Birgy
Date: 2012-00-00
Type: Journal Articles
Subjects: Computer Uses in Education,Safety,Foreign Countries,Electronic Learning,Internet,Social Networks,Guides,Qualitative Research,Preadolescents,Adolescents,Parents,Teachers,Police,Educational Technology,Behavior Patterns,Story Telling,Focus Groups,Workshops,Adults

The ways our children are using Internet have changed significantly within the last five years: the Web experience is more personalised, social, open, self-regulated and oriented towards ripping, remixing, sharing, following, reflecting. As a result, also e-learning has recently become more social and open, involving the use of personal learning environments or social networks. We believe that the schools are not ready for this yet, as strategies and regulations supporting open learning are not up to date. It may seem easier to restrict the use of e.g. Twitter or Facebook rather than integrate them into the learning process. In 2011, we carried out the qualitative analysis of 201 e-safety related short stories presented by students (aged 12 to 16), parents, teachers, school IT managers and police officials, collected through the Safer Internet in Estonia EE SIC campaign. 2/3 of the stories are fictional--they may be based on urban legends which however appear to refer to real stories. 1/3 of the stories reflect real incidents. We mapped typical behaviour patterns and beliefs regarding privacy as well as the regulations and limitations concerning the use of social networks at schools. Our study shows that typical safety incidents are not solved adequately when existing regulations are used by the schools. We found that most of the solutions used by schools to ensure e-safety are either technical or purely regulation-based, only some schools appeared to have studied or elaborated on pedagogical or behavioural aspects. Problems are defied by limitations and regulations, while actual safety incidents (whether in- or outside school) remain largely unsolved (or even undetected). Thus there is an urgent need for information and working guidance mechanisms for managers, teachers, parents and students. These matters must be solved before schools reach the critical mass in using e-learning, social networks and modern gadgetry as parts of curriculum.(Contains 2 tables and 3 figures.)
Mediating Diversity and Affection in Blended Learning: A Story with a Happy Ending
Author: Soeiro, Dina
Date: 2012-00-00
Type: Journal Articles
Subjects: Action Research,Participatory Research,Content Analysis,Blended Learning,Deafness,Integrated Learning Systems,Student Diversity,Inclusion,Learner Engagement,College Students,Computer Mediated Communication,Interviews,Teaching Methods,Interpersonal Relationship

We had an Interpersonal Relationships course, a large class, around fifty students, working collaboratively in groups where students from different degrees, academic years, and ages, most of them deaf, tried, and to some extent were able, to communicate. We analyze this example of how diversity can be an asset and how learning management systems can act as mediators to overcome the challenges of diversity and the barriers of emotional isolation. We were carrying out a participatory action research project, within a blended learning environment supported by Moodle, to develop collaborative and personal pedagogical strategies to improve the inclusion and engagement of higher education students in their own learning and evaluation. We were using content analysis of the online discussions held by the students, of the reflective descriptions of the classes, of the students' e-portfolios, and of the interviews with the students. The paper describes how, in the context of this project, we have discovered that a learning management systems can be a powerful mediator in promoting the inclusion of deaf students and in establishing emotional bridges across gaps that face-to-face environments are sometimes unable to span. (Contains 1 figure.)
Empathy and Dignity through Technology: Using Lifeworld-Led Multimedia to Enhance Learning about the Head, Heart and Hand
Author: Pulman, Andy
Date: 2012-00-00
Type: Journal Articles
Subjects: Evidence,Dementia,Social Isolation,Instructional Design,Statistical Analysis,Internet,Empathy,Case Studies,Social Work,Undergraduate Students,Higher Education,Technology Uses in Education,Web Based Instruction,Educational Technology,Influence of Technology,Information Technology

A person's sense of dignity is a complex phenomenon and is intertwined with their sense of feeling human and being respected as a human being. In 2010, the School of Health and Social Care developed a collaborative lifeworld led transprofessional curriculum for health and social work disciplines harnessing technology to connect learners to a wider view of evidence based practice. The purpose was to increase use of technology-enhanced learning, introduce lifeworld-led philosophy to the curriculum, release staff potential, and expose students to research undertaken within the School. Delivered to undergraduate students the Exploring Evidence to Guide Practice Unit was facilitated by a number of resources including lectures, group work and a variety of web-based learning materials. Central to the unit were seventeen web-based case studies which included the human experience of the impact of specific illnesses (such as stroke and living with dementia) and more general experiences (such as social isolation and homelessness). Each case study provided stories and poems, qualitative and quantitative research and policy and practice issues related to specific topics. At the heart of the philosophy underpinning the unit was an opportunity for students to integrate understandings about different kinds of knowledge for practice, conventional evidence, understandings about the person's or service user's experience and the student's own insights that came from imagining "what it was like" for the person experiencing a condition or situation and encountering human. The project built on the successful development of Wessex Bay, a virtual community of case scenarios, used as problem-based triggers to engage students in learning activities relating to residents. This paper discusses the development of the web-based case studies and how they integrated visual and audio materials with the aim of enhancing the lifeworld experience of students and helping to show the importance of humanising healthcare. (Contains 4 figures.)
Scaffolding Productive Language Skills through Sociodramatic Play
Author: Galeano, Rebecca
Date: 2011-00-00
Type: Journal Articles
Subjects: Interpersonal Communication,Language Skills,Play,Bilingualism,Dramatic Play,Scaffolding (Teaching Technique),Receptive Language,Bilingual Education,Peer Influence,Aptitude Treatment Interaction,Peer Groups,Language Acquisition,Social Psychology,Achievement Need,Child Development,Code Switching (Language),Spanish Speaking,Language Proficiency,Pretests Posttests,English (Second Language),Preschool Children

This article reviews how a receptive, bilingual four-year-old increased her Spanish productive-language skills over five weeks as she engaged in Spanish-language play sessions with bilingual peers. The data show her growing participation in group verbal interactions along with her growing production of her weaker language. In addition, a microanalysis of play sessions illustrates the techniques employed by the four-year-old's playmates to scaffold the linguistic production of the child's weaker language in sociodramatic play. The author concludes that the study has implications for parents who wish to provide their children with opportunities to develop or maintain more than one language. (Contains 4 tables and 1 figure.)
Adult Attitudes and Beliefs regarding Play on Lana'i
Author: Holmes, Robyn M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Play,Caregivers,Caregiver Attitudes,Caregiver Role,Child Caregivers,Caregiver Child Relationship,Community Surveys,Social Cognition,Risk,Hawaiians,Beliefs,Cultural Relevance,Social Values,Interviews,Role Perception,Developmentally Appropriate Practices

This article describes how adult attitudes toward play on the Hawaiian island of Lana'i reflect the connection between play and culture. It is based on a study of ninety-two caregivers (parents, grandparents, and other adult custodians), primarily representing individuals of Filipino, part Hawaiian, and Japanese heritages. These respondents completed a survey about the value of play for their children, the types of play they encouraged or discouraged, and the extent and nature of their own involvement in their children's play. The caregivers acknowledged the importance of play for their children and its developmental benefits, particularly those connected to culture. In keeping with the more collectivist ideology of Pacific Rim cultures, the caregivers encouraged types of play that fostered social skills such as cooperation, sharing, and group play. They strongly discouraged types of play that might harm or injure children. And they acknowledged the need for caretakers to set aside time to participate in their children's play. (Contains 6 tables.)
Bodily Play in the After-School Program: Fulfillment of Intentionality in Interaction between Body and Place
Author: Londal, Knut
Date: 2011-00-00
Type: Journal Articles
Subjects: After School Programs,Play,Human Body,Phenomenology,Foreign Countries,Observation,Interviews,Intention,Grade 3,Grade 4,Elementary School Students,Physical Activities

This article investigates the relationship between children in an after-school program (ASP) and the places where they play. It focuses on the kind of bodily play the children themselves choose and control. The author applies a life-world approach to this study, and his theoretical perspective is based on phenomenological philosophy. The qualitative research included interviews of children in a Norwegian ASP and the close observation of these children engaged in free play at two distinctive locations on the grounds of one ASP facility. The findings show that children's understanding of place closely associates with their own bodily play. Bodily play appears meaningfully directed toward places and offers children the immediate opportunity to fulfill the intentionality of their activities. Such play serves an important role in constituting and adjusting the background for later actions, and the author concludes that this kind of bodily play should be encouraged in ASP. He concludes further that ASP itself should be emphasized as a complementary but contrasting niche in a school's physical-education scheme, an emphasis that requires sound pedagogical judgments by professional staff. (Contains 66 notes.)
The Decline of Play and the Rise of Psychopathology in Children and Adolescents
Author: Gray, Peter
Date: 2011-00-00
Type: Journal Articles
Subjects: Psychopathology,Adolescents,Depression (Psychology),Play,Helplessness,Children,Suicide,At Risk Persons,Psychological Patterns,Child Development,Interpersonal Relationship,Problem Solving,Mental Health

Over the past half century, in the United States and other developed nations, children's free play with other children has declined sharply. Over the same period, anxiety, depression, suicide, feelings of helplessness, and narcissism have increased sharply in children, adolescents, and young adults. This article documents these historical changes and contends that the decline in play has contributed to the rise in the psychopathology of young people. Play functions as the major means by which children (1) develop intrinsic interests and competencies; (2) learn how to make decisions, solve problems, exert self-control, and follow rules; (3) learn to regulate their emotions; (4) make friends and learn to get along with others as equals; and (5) experience joy. Through all of these effects, play promotes mental health. (Contains 48 notes and 1 figure.)
Evolutionary Functions of Social Play: Life Histories, Sex Differences, and Emotion Regulation
Author: LaFreniere, Peter
Date: 2011-00-00
Type: Journal Articles
Subjects: Play,Perspective Taking,Child Health,Gender Differences,Emotional Response,Self Control,Animals,Children,Biographies,Literature Reviews,Child Rearing,Social Development,Communication Skills,Behavioral Science Research

Many research findings about animal play apply to children's play, revealing structural and functional similarities with mammals in general and primates in particular. After an introduction to life-history theory, and before turning to humans, the author reviews research about the two mammals in which play has been studied the most extensively: laboratory rats and monkeys. He looks at the development of play, deprivation studies, gender segregation, and the functions of gender-differentiated forms of play. The gender segregation and sex differences in play parenting and rough-and-tumble play observed in many primates are also evident in children. Vigorous social-play benefits all children physically by developing strong bones and muscles, by promoting cardiovascular fitness, and by encouraging exercise habits that help prevent obesity. Unsupervised play also helps hone the skills of communication, perspective taking, and emotion regulation. For boys especially, rough-and-tumble play in early childhood provides a scaffold for learning emotion-regulation skills related to managing anger and aggression.
Marbles and Machiavelli: The Role of Game Play in Children's Social Development
Author: Lancy, David F.
Date: 2011-00-00
Type: Journal Articles
Subjects: Intelligence,Interpersonal Relationship,Play,Social Development,Child Development,Case Studies,Social Behavior,Social Theories,Interaction,Evolution,Sportsmanship,Behavior Patterns,Values,Video Games

The authors review several case studies of children engaged in rule-governed play and conclude that the process of learning rules--and of breaking them and making new ones--promotes what they call gamesmanship. They link the development of gamesmanship to the theory of Machiavellian intelligence, which considers social interaction primary in the evolution of human intelligence. They also question the benefits of adult-managed child play and assess the impact it may have on the ability of children to develop gamesmanship. (Contains 54 notes.)
The Special Value of Children's Age-Mixed Play
Author: Gray, Peter
Date: 2011-00-00
Type: Journal Articles
Subjects: Play,Role Models,Mixed Age Grouping,Age Differences,Child Development,Children,Peer Relationship,Literature Reviews,Interpersonal Relationship,Experiential Learning,Imagination

From an evolutionary perspective, the normal social play of children involves kids of various ages. Our human and great-ape ancestors most likely lived in small groups with low birth rates, which made play with others of nearly the same age rare. Consequently, the evolutionary functions of children's social play are best understood by examining play in groups that include children of different ages. The author calls this kind of play &quot;age mixed.&quot; He reviews the research on such play, including his own research conducted at the Sudbury Valley School in Massachusetts where students from ages four to about eighteen mix freely. He concludes that age-mixed play offers opportunities for learning and development not present in play among those close in age, permitting younger children to learn more from older playmates than they could from playing with only their peers. In age-mixed play, the more sophisticated behavior of older children offers role models for younger children, who also typically receive more emotional support from older kids than from those near their own age. Age-mixed play also permits older children to learn by teaching and to practice nurturance and leadership; and they are often inspired by the imagination and creativity of their younger playmates. (Contains 45 notes.)
Empowering Groups that Enable Play
Author: Wilson, David Sloan
Date: 2011-00-00
Type: Journal Articles
Subjects: Natural Resources,Play,National Organizations,Children,Cooperation,Playgrounds,Empowerment,Design

Creating play environments for children usually requires groups of adults working together. An extensive scientific literature describes how groups function to achieve shared goals in general terms, and groups attempting to empower play may find this literature useful. Design principles for managing natural resources, identified by Elinor Ostrom and for which she received the Nobel Prize in 2009, provide an exceptionally practical guide for all groups attempting to achieve common goals. In this article, the authors discuss the related scientific literature and connect it to the experience of two national organizations creating outdoor environments for play--KaBOOM! and City Repair.
The Design Your Own Park Competition: Empowering Neighborhoods and Restoring Outdoor Play on a Citywide Scale
Author: Wilson, David Sloan
Date: 2011-00-00
Type: Journal Articles
Subjects: Competition,Measures (Individuals),Play,Community Programs,Neighborhoods,Program Development,Motivation,Best Practices,Social Control,Parks,Empowerment,Financial Support,College Students,College Faculty,Municipalities

This article describes the thinking behind and the implementation of the Design Your Own Park (DYOP) Competition, a collaborative project of a university, a city, and a fund-raising organization to empower neighborhoods and restore outdoor play citywide in Binghamton, New York. The city makes vacant lots and other neglected spaces available for neighborhoods to turn into parks that residents design and build with the assistance of faculty and students from Binghamton University's Binghamton Neighborhood Project. The United Way of Broome County assists with funding required for implementation. Neighborhood groups help maintain their parks, which increases ongoing interactions among neighbors and reduces city maintenance costs. While it is too early to access the DYOP Competition fully, it provides a science-based model for other cities seeking to coordinate efforts around large-scale community projects.
Playing with the Multiple Intelligences: How Play Helps Them Grow
Author: Eberle, Scott G.
Date: 2011-00-00
Type: Journal Articles
Subjects: Play,Multiple Intelligences,Child Development,Recess Breaks,Theories,Language Skills,Linguistics,Interpersonal Competence,Self Concept,Mathematics Skills,Visual Perception,Spatial Ability,Aesthetics,Music,Natural Resources

Howard Gardner first posited a list of "multiple intelligences" as a liberating alternative to the assumptions underlying traditional IQ testing in his widely read study "Frames of Mind" (1983). Play has appeared only in passing in Gardner's thinking about intelligence, however, even though play instructs and trains the verbal, interpersonal, intrapersonal, logical, spatial, musical, and bodily intelligences that Gardner regards as original human endowments. Playing out of doors also enhances and exercises the faculty that Gardner later marked as the naturalist intelligence. As recess dwindles in American schools, and as free play shrinks in the childhood experience, this article finds fresh cause to inspect the merits of multiple-intelligence theory through the lens of play. (Contains 76 notes.)
Older-Adult Playfulness: An Innovative Construct and Measurement for Healthy Aging Research
Author: Yarnal, Careen
Date: 2011-00-00
Type: Journal Articles
Subjects: Aging (Individuals),Older Adults,Play,Measurement Techniques,Measures (Individuals),Health Behavior,Age Differences,Adolescents,Children,Young Adults,Adults,Developmental Stages,Test Construction,Test Validity,Test Reliability,Questionnaires,Psychological Patterns

Few studies of adult playfulness exist, but limited research on older adults and playfulness suggests that playfulness in later life improves cognitive, emotional, social, and psychological functioning and healthy aging overall. Older adults represent a rapidly growing segment of the U.S. population, underscoring the need to understand the aging process. In this article, the authors report on the first three steps of a four-step, multimethod approach to test the hypothesis that playfulness is an important component of healthy aging in older adults. Step 1 determines the characteristics of older-adult playfulness, extending Barnett's (2007) study of young-adult playfulness and recruiting participants from a different age group (older adults rather than younger adults). Based on findings from Step 1, in Step 2 the authors develop the Older Adult Playfulness (OAP) scale to measure playfulness in older adults. In Step 3, they validate the reliability of the OAP scale. A forthcoming manuscript will report on the relationship between older adult playfulness and healthy aging (Step 4). (Contains 6 figures.)
Influences of Technology-Related Playful Activity and Thought on Moral Development
Author: Bergen, Doris
Date: 2011-00-00
Type: Journal Articles
Subjects: Play,Moral Development,Video Games,Information Technology,Toys,Computer Simulation,Child Development,Moral Values

Many early developmental theorists such as Freud, Erikson, Piaget, and Vygotsky suggested that play--which the authors of this article define as both playful activity and playful thought--had the power to influence the moral emotions, behaviors, and reasoning of children. More recent researchers have also found evidence of moral development in their observations of children's play. But, the authors claim, there have been many changes in the culture of childhood and adolescence in the past twenty years, and these have affected both the amount of time spent in play and the types of play that prevail. This article describes potential changes in the nature of play related to three new technologies--technology-augmented toys, video games, and virtual communities--and reviews the research and theory about their impact on play and on moral development. The authors look at research (including their own), discuss the positive and negative influences of these new technologies, and describe the need for further investigation. (Contains 65 notes.)
Fell Running and Voluptuous Panic: On Caillois and Post-Sport Physical Culture
Author: Atkinson, Michael
Date: 2011-00-00
Type: Journal Articles
Subjects: Play,Games,Athletics,Culture,Theories,Physical Activities,Psychological Patterns,Ethnography,Foreign Countries

As many cultural groups in Western societies have become disaffected with mainstream sports cultures and their logics of practice, sociologists of sport and physical culture have turned their attention to the existential benefits of play and games. There is growing interest in revisiting and exploring the classic theories of play in society, including those of Roger Caillois. The author considers the increasingly popular practice of fell running among a group of enthusiasts in the United Kingdom as an activity that playfully embraces and celebrates the voluptuous panic of &quot;ilinx&quot; activities. He argues that fell running is not a pure form of ilinx as defined by Caillois but that the sport's willful--and highly pleasurable--disruption of the mind and body through vertigo and panic fits Caillois's description of the benefits of play and games. Using ethnographic data about fell runners collected during two years in the United Kingdom, the author suggests that they make existential connections with time, space, and the elements through the voluptuous panic and animal mimicry described by Caillois and others.