@@ -68,6 +68,38 @@ The end-user can choose a vehicle (car or bike), wheels, and a glider (used to f
## [The role of children in the design of new technology](http://legacydirs.umiacs.umd.edu/~allisond/child_info_tech/Druin-BIT-Paper2002.pdf)
## [Creative development in the early years: some implications of policy for practice (1999)](https://www.tandfonline.com/doi/abs/10.1080/0958517990100110#aHR0cHM6Ly93d3cudGFuZGZvbmxpbmUuY29tL2RvaS9wZGYvMTAuMTA4MC8wOTU4NTE3OTkwMTAwMTEwP25lZWRBY2Nlc3M9dHJ1ZUBAQDA=)
What does "creative development" look for children in their early years? Challenges in the early years curriculum are posed, and then explored. A framework for interpreting and translating "creative devleopment" for children in their early years is proposed.
Keywords: creativity, possibility thinking, self-actualization, creative developement, early years, post-modern life skills
-The type most likely to adapt and survive under chang- ing environmental conditions...able creatively to make sound adjustments to new as well as old conditions ... a vanguard of human evolution'. This would suggest that the need for creativity (i.e. 'possibility thinking' together with its outcomes - explored further below) as a fundamental life skill is greater now than ever before, and certainly stronger than it was in the late 1960s when Rogers was writing. Why? (ROGERS)
-The implications for education, whether in the early years or in higher education and lifelong learning, are far-reaching. All of these require of individuals greater self-direction, personal resourcefulness, inventiveness and flexibility.
-Indeed, in response to centralized education reforms and pressures, some might argue that, rather than becoming more post-modernist (a general suspicion of [reason](https://www.britannica.com/topic/reason); and an [acute](https://www.merriam-webster.com/dictionary/acute)sensitivity to the role of [ideology](https://www.britannica.com/topic/ideology-society) in asserting and maintaining political and economic power.) as systems, some primary schools are becoming increasingly bureaucratized (and modernist) in order to ensure their smooth running.
-Others would place at least as much importance on shared responsibility and co-operation, the fostering of harmonious yet honest relationships, individuality, trust, respect, building a child's self-esteem, critical awareness and intellectual judgement, the importance of beauty and artistic awareness, ecological education, and so on.
-Some of the commentators above (Anning, 1994; Bruce, 1994) are writing specifically about play rather than about creativity.
-Other commentators are starting to examine the question of how best to foster creativity in children and young people, at the level of systems for learners from three year olds upwards (for example, Craft and Dyer, 1997; Whitaker, 1997).
-They argue that creativity is not context free, in that creative ideas and actions depend upon knowledge of the domain - whether it be mathematics, human relationships, science, drama, etc.
-the development of learning outcomes for the early years by the School Curriculum and Assess-ment Authority (SCAA), for people working with children of pre-compul-sory school age across the full range of provision in England.
-This is expressed as six areas of 'desirable learning outcomes' or goals for children's learning by the time they are of statutory school age, i.e. the term after their fifth birthday. One of the six areas is 'creative development'. Intended as a framework to be used in early years settings for planning learning oppor-tunities and an overall early years curriculum, it therefore provides a frame-work for the published curriculum statement for each pre-school establishment. The framework of desirable outcomes also provides a part of the basis on which OFSTED inspect nursery and pre-school education.
-the SCAA characteriz-ation of 'creative development' encompasses the development of imagination, and the expression of feelings, through play, within and through the creative and expressive arts (DfEE, 1996; SCAA, 1997
-Creative development is described in general terms as focusing on 'the development of children's imagination and their ability to communicate and to express ideas and feel-ings in creative ways' (SCAA, 1997: 85).
-More specifically, creative develop-ment means that 'Children explore sound and colour, texture, shape, form and space in two and three dimensions. They respond in a variety of ways to what they see, hear, smell, touch and feel. Through art, music, dance, stories and imaginative play, they show an increasing ability to use their imagination, to listen and to observe. They use a widening range of materials, suitable tools, instruments and other resources to express ideas and to communicate their feelings' (ibid.: 85)
-Creative development, therefore, comprises the fostering of ways in which children use their imaginations for representation and interpretation. Imagi-nation seems to encompass 'predicting', 'projecting' and 'considering possi-bilities', in the expressive and creative arts. The SCAA perspective reflects approaches developed by others (Edwards, 1990), which emphasize feelings and the creative arts. In contrast, Feldman et al. (1994) argue that the notion of 'possibility' is fundamental to creativity and is not simply relevant in the arts but across all the domains of human endeavour. Indeed, 'possibility thinking' is cross-curricular.
## [**Design** principles for **children's** technology](http://www.hci.usask.ca/publications/2005/HCI_TR_2005_02_Design.pdf)
When a designer wants to make an interface for children they go in with the mindset of making it kid-friendly. But what does kid-friendly mean? To most it results in more colors or cute buttons or arbitrary design principles that work best for adults. This paper was written as a first attempt to bring together children’s interface design principles. The catalogueu is important because children should not be treated or seen as mini adults, they are children with different ways of communicating, competing tasks, and learning. The design principles are categorized under cognitive, physical, and social/emotional development, each containing sub categories which include rules, methods, and examples.
