Digital Commons Network^™

Digital Play: The Challenge Of Researching Young Children’S Internet Use, Donell Holloway

Research outputs 2014 to 2021

Children’s Internet use is rapidly changing. Tweens' (9–12) usage patterns now resemble those of teenagers five to six years ago, and younger children’s (5–8) usage is approaching that of tweens. Primary school aged children are increasingly engaging in virtual worlds with social network functions (game sites such as Club Penguin, Minecraft or Webkinz). These digital public spaces carry with them opportunities as well as risk. With policy resources often targeting high school children, there is a need to map the benefits, risks and competencies associated with these trends, and develop recommendations for parents and policy makers. This paper analyses the …

Online On The Mobile: Internet Use On Smartphones And Associated Risks Among Youth In Europe, G Stald, Lelia Green, M Barbovski, L Haddon, G Mascheroni, B Sagvari, B Scifo, L Tsaliki

Research outputs 2014 to 2021

This report analyses how children aged 9-16 changed their internet use between 2010, when most children used fixed computers and laptops, and 2013, with over one-quarter (c. 28%) of 9-12 year olds, and three-fifths (c. 60%) of 13-16 year olds, accessing the internet via a smartphone.

Reflective Practice With Teachers Of Early Writers 2014: A Professional Learning Research Project For Early Childhood Teachers, Caroline Barratt-Pugh, Janet Fellowes, Amelia Ruscoe

Research outputs 2014 to 2021

Reflective Practice with Teachers of Early Writers was a professional learning project that sought to develop teacher understanding and practice in relation to how young children learn to communicate through writing. The project, which was funded by the association of Independent Schools of Western Australia (AISWA), was a collaborative venture between AISWA and Edith Cowan University (ECU). It built on the success of the 2013 project, Creating Texts with 21st Century Early Learners in which teachers undertook an action research project to explore effective ways of facilitating early writing...

Developing Bilateral And Spatial Concepts In Primary School-Aged Children: An Empirical Evaluation Of The Anker Bilateral Spatial System, Janet Richmond Dr, M Taylor Dr, S Evans

Research outputs 2014 to 2021

Background: Visual-spatial and visual-motor perceptual difficulties contribute to school-aged learning problems. Hence, a need exists to address children’s visual-spatial and visual-motor perceptual difficulties as early as possible in the child’s school career. Thus, this study reports on the evaluation of the Anker Bilateral Spatial System’s (ABSS) effectiveness in remediating primary school children’s perceptual difficulties.

Method: Thirty-one children (17 boys and 14 girls) aged 6 to 12 years who had been identified by their classroom teacher as having observable visual-spatial and visual-motor perceptual difficulties participated in a 10-week pre/posttest intervention study. The study’s pre/posttest assessments included the Developmental Test of Visual-Motor …

Metals In Commonly Eaten Groceries In Western Australia: A Market Basket Survey And Dietary Assessment, Anna Callan, Andrea Hinwood, Amanda Devine

Research outputs 2014 to 2021

Children’s dietary exposure to metals has received limited attention in Australia. This study undertook a market basket survey and analysed 253 food and beverages for metals. These data were used in conjunction with recent average diet data for children in Western Australia to model dietary metals exposure, with mean metals intakes calculated for boys and girls aged 8, 12, 13 and 16 years. Results show that for some metals, including cadmium, nickel and manganese, dietary intake guidelines have been exceeded in younger children. The mean modelled cadmium intake in children aged 8 years was almost 60% of the World Health …

Digital Play: The Challenge Of Researching Young Children's Internet Use, Donell Holloway

Research outputs 2014 to 2021

Children’s Internet use is rapidly changing. Tweens' (9–12) usage patterns now resemble those of teenagers five to six years ago, and younger children’s (5–8) usage is approaching that of tweens. Primary school aged children are increasingly engaging in virtual worlds with social network functions (game sites such as Club Penguin, Minecraft or Webkinz). These digital public spaces carry with them opportunities as well as risk. With policy resources often targeting high school children, there is a need to map the benefits, risks and competencies associated with these trends, and develop recommendations for parents and policy makers. This paper analyses the …