The Distance Between the “Self” and the “Other” in Children’s Digital Books

Kucirkova, Natalia; Littleton, Karen

doi:10.3389/fpsyg.2020.589281

Cited by 4 publications

(3 citation statements)

References 56 publications

(43 reference statements)

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“…(2) Consider supporting children's self-expression through adult intervention Children's sharing can evolve as a social means of further engagement with the story, providing a self-directed entry point to the narrative content [8,24]. It has been shown that parental reading companionship can enhance children's reading ability, which is conducive to developing children's interest in reading and early reading awareness [25,26,27].…”

Section: Discussionmentioning

confidence: 99%

Babbling: A Digital Book Application to Improve Preschool Children’s Social Communication Ability

Zhang

Huang

Ying

2023

Frontiers in Artificial Intelligence and Applications

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Digital books provide a variety of ways to convey story content through the combination of images, text and audio. To effectively apply this combination to improve toddlers’ positive self-expression and social communication abilities, though, relatively little experience and knowledge is available. We propose a “Users+” model to address this issue. By expanding the current design, we introduce the user into the design aspect of the application, replacing textual content with children’s perception and interpretation of images. We investigated the “Users+” model’s application using Babbling, a wordless digital book for kids. We explore the function of digital book applications in children’s self-expression and interpersonal interactions and the value of the text for children’s reading through a study of the behaviors and emotions of 20 preschoolers while reading. Thereby, we summarize three design strategies that provide a new insight into children’s digital book applications that support user engagement and autonomy in design.

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Section: Discussionmentioning

confidence: 99%

Babbling: A Digital Book Application to Improve Preschool Children’s Social Communication Ability

Zhang

Huang

Ying

2023

Frontiers in Artificial Intelligence and Applications

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“…Adding story-based elements to all early childhood MBIs might be a result of the fact that listening to stories is a daily activity for kindergarten and preschool aged children. The lack of story-based elements in middle childhood programs was somewhat surprising, considering the fact that characters from stories can be models for children of all ages, and stories can provide a psychological distance that can be especially useful when exploring negative emotions, behaviors or thoughts experienced in everyday life (Ahmed, Somerville & Sebastian, 2018;Kucirkova & Littleton, 2020;Orvell, Kross & Gelman, 2019). Importantly, there is evidence that even preschoolers prefer realistic stories over fantasies (Barnes, Bernstein & Bloom, 2015) as processing fantasy can overwhelm neural resources required for daily life, like the executive functions (Lillard et al, 2015), which are crucial considerations for future interventions with story-based elements.…”

Section: Discussionmentioning

confidence: 99%

Mindfulness with children: a content analysis of evidence-based interventions from a developmental perspective

Vekety

Kassai

Takács

2022

Educational and Developmental Psychologist

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Objective: As the number of mindfulness-based interventions (MBIs) for children has been constantly growing, there is a benefit to be derived for a comprehensive study that gathers what mindfulness activities have been reported to be effective at particular developmental stages, and how these practices have been modified to make them age-appropriate. Method: To address this problem, the content of twenty-six (cluster-) randomized controlled studies were analysed to identify any quantitative and qualitative differences. Results: The duration of MBIs varied greatly ranging from 4 to 25 weeks, 8 to 144 sessions, and 3 to 45 hours, with session duration from 3 to 90 minutes, which is an important factor to take into account. However, there were no age group differences due to number of sessions or program length. MBIs for early childhood were more likely to use mindful movement practice, psychoeducation, and story-based context. In case of other components, such as breathing awareness or working with thoughts and emotions, qualitative differences were found between early and middle childhood regarding how the activities were implemented age appropriately. Conclusions: The present study offers practical implications and distinguishes differences in mindfulness activities for early and middle childhood. Important developmental considerations have been raised for future program developers and practitioners.

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“…Adding story-based elements to all early childhood MBIs might be because listening to stories is a daily activity for kindergarten and preschool children. The lack of story-based elements in middle childhood programs were somewhat surprising, considering the fact that characters from stories can be models for older children as well, and stories can provide a psychological distance that can be especially useful when exploring negative emotions, behaviors or thoughts experienced by the self in everyday life (Ahmed et al, 2018;Kucirkova & Littleton, 2020;Orvell et al, 2019). Importantly, it has been found that even preschoolers prefer realistic stories over fantasies (Barnes, Bernstein & Bloom, 2015) as processing fantasy can overwhelm neural resources required for daily life, like the executive functions (Lillard et al, 2015), which are crucial considerations for future interventions with story-based elements.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Mindfulness-Based Interventions on Children’s Self-Regulation

Vekety

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I would also like to thank the support and cooperative work of my lab mates Réka Kassai and Ádám Koncz who contributed in some of the projects with their ideas, co-writing, and experience. Also, I would like to express my gratitude for my colleagues from ELTE Anna Veres-Székely and Zsofia Logemann, who helped in some of the projects. Many thanks for the psychology, educational science students who participated in the doctoral projects during the data collection, and the mindfulness intervention.Lastly, I couldn't express more my respect and gratitude towards my family, who supported me in my studies and motivated me along the rocky road. Many thanks to my mother Margit Váradi and my father László Vekety, who raised me as an always courious and motivated child to learn for a life-long. Many thanks to my former teachers for not loosing this motivation but even making it stronger. I am grateful for my grandparents, Margit Földi, György Váradi, and László Vekety, that they always believed in the great power of education and encouraged me to learn. I would also like to express my gratitude for my friends and my partner Barnabás Tarkovács, without their permanent social support and caring I couldn't make it. Last but not least, I would like to pat my own shoulders for being persistent in doing all the tremendous work related to the PhD, and still keeping my enthusiasm and optimism. I am very proud for all of this.

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The Distance Between the “Self” and the “Other” in Children’s Digital Books

Cited by 4 publications

References 56 publications

Babbling: A Digital Book Application to Improve Preschool Children’s Social Communication Ability

Babbling: A Digital Book Application to Improve Preschool Children’s Social Communication Ability

Mindfulness with children: a content analysis of evidence-based interventions from a developmental perspective

The Effect of Mindfulness-Based Interventions on Children’s Self-Regulation

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