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190003 PS BM 8 Paradigmatic and Current Examples of Related Research (MP+SB) (2025S)
Freund oder Feind? Die Verwendung digitaler Medien im Kleinkindalter
Continuous assessment of course work
Labels
Details
max. 25 participants
Language: German
Lecturers
Classes (iCal) - next class is marked with N
- N Friday 07.03. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
- Friday 14.03. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
- Friday 21.03. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
- Friday 28.03. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
- Friday 04.04. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
- Friday 11.04. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
- Friday 02.05. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
- Friday 09.05. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
- Friday 16.05. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
- Friday 23.05. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
- Friday 30.05. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
- Friday 06.06. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
- Friday 13.06. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
- Friday 20.06. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
- Friday 27.06. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
Information
Aims, contents and method of the course
In today's digital world, children are increasingly confronted with digital media at an early age. This raises key questions: Is digital media harmful or beneficial for young children? In this proseminar, we want to take a closer look at the many facets of the use of digital media by young children and raise the often dogmatic public debate to a scientific level. We will look at current research findings that address both the positive and negative effects of screen use on children's development. We also want to take a look at the current living environments of children and discuss how parents and educational professionals can sensibly shape media consumption in order to take advantage of opportunities and minimise risks at the same time. Another component of the seminar will be a small empirical project in which you will have the opportunity to try out learning apps together with children. The aim of the seminar is to develop a sound understanding of the role of digital media in early childhood and to formulate your own perspectives on this topical issue. This seminar requires active participation in group discussions, the presentation of a short paper and the submission of written work.
Assessment and permitted materials
- Active participation
- Written assignments
- Short presentation
- Group work
- Written assignments
- Short presentation
- Group work
Minimum requirements and assessment criteria
Attendance with active participation in the discussion and in small groups (general attendance at least 75%). The performance grading is based on the following components:
Active participation (max. 20 points)
Short presentation (max. 30 points)
Partial written work (max. 50 points)
Grading key (100 points max.):
From 50 points: Sufficient (4)
From 60 points: Satisfactory (3)
From 70 points: Good (2)
85 points or more: Very good (1)
Active participation (max. 20 points)
Short presentation (max. 30 points)
Partial written work (max. 50 points)
Grading key (100 points max.):
From 50 points: Sufficient (4)
From 60 points: Satisfactory (3)
From 70 points: Good (2)
85 points or more: Very good (1)
Examination topics
All content discussed during the seminar and additional material will be uploaded to moodle.
Reading list
A selection:
Brito, R., & Dias, P. (2020). 'Which apps are good for my children?': How the parents of young children select apps. International Journal of Child-Computer Interaction, 26, Article 100188. https://doi.org/10.1016/j.ijcci.2020.100188Fröhlich-Gildhoff, K., & Fröhlich-Gildhoff, M. (2017). Frühe Bildung, 6(4), 225-232.Hirsh-Pasek, K., Zosh, J. M., Michnick Golinkoff, R., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting education in 'educational' apps: Lessons from the science of learning. Psychological Science in the Public Interest, 16(1), 3-34.
miniKIM Studie 2023. Kleinkinder und Medien. Medienpädagogischer Forschungsverband südwest (mpfs).Palaiologou, I. (2016). Children under five and digital technologies: Implications for early years pedagogy. European Early Childhood Education Research Journal, 24(1), 5-24. https://doi.org/10.1080/1350293X.2014.929876Papadakis, S. (2021). Tools for evaluating educational apps for young children: A systematic review of the literature. Interactive Technology and Smart Education, 18(1), 18-49. https://doi.org/10.1108/ITSE-08-2020-0127
Brito, R., & Dias, P. (2020). 'Which apps are good for my children?': How the parents of young children select apps. International Journal of Child-Computer Interaction, 26, Article 100188. https://doi.org/10.1016/j.ijcci.2020.100188Fröhlich-Gildhoff, K., & Fröhlich-Gildhoff, M. (2017). Frühe Bildung, 6(4), 225-232.Hirsh-Pasek, K., Zosh, J. M., Michnick Golinkoff, R., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting education in 'educational' apps: Lessons from the science of learning. Psychological Science in the Public Interest, 16(1), 3-34.
miniKIM Studie 2023. Kleinkinder und Medien. Medienpädagogischer Forschungsverband südwest (mpfs).Palaiologou, I. (2016). Children under five and digital technologies: Implications for early years pedagogy. European Early Childhood Education Research Journal, 24(1), 5-24. https://doi.org/10.1080/1350293X.2014.929876Papadakis, S. (2021). Tools for evaluating educational apps for young children: A systematic review of the literature. Interactive Technology and Smart Education, 18(1), 18-49. https://doi.org/10.1108/ITSE-08-2020-0127
Association in the course directory
BM 8 PS (MP+SB)
Last modified: Th 16.01.2025 11:06