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Children as the designers of their everyday life. Integrating design thinking in primary education
European Journal of Education Studies, 2024
This research examines whether children can acquire aesthetics through design in their everyday lives. Students recycle their old school seats, following their own ideas. The aim of the project is for children to get to know sustainable design through a construction of their own and to work cooperatively, resulting in offering their work to the community. The study comes to answer if children can implement a design thinking project in primary school if they have the ability to become the designers of their own things if they can understand sustainability through design, and if they can work with the intention of offering their project to the community. Students develop thinking and life skills through design thinking, experimentation, and playful art, as well as through sensory and narrative design, two processes that are perfectly natural in the world of children. Participatory work in a collaborative community form helps the children to step outside themselves and acquire empathy for the rest of the school community.
To Assess the Involvement and Influence of Teachers in the Design Process with Children
When children create art and design, the role of the teacher is important, however, their involvement in the form of instruction, monitoring, encouraging or judging, can influence creativity both positively and negatively. In order to understand this influence on creativity, this study investigates the type of teacher involvement and their perception of that involvement as a role and aspects of the child-teacher relationship that may have a bearing on creativity. Questionnaires were distributed to art and design teachers and the results showed that teachers felt their involvement was important and they are more involved in facilitation rather than creativity. Introduction When children are engaged in design in schools, they do not design independently because there is often involvement and consequently influence from adults, especially teachers at school. This involvement from the teacher can affect the design outcomes of the work produced by the children. This involvement could take a number of different forms, including: the practical methods used with children; the choice of design activity; and their interactions with children while instructing, encouraging and providing feedback. This study forms part of a wider study about the development of a child-centric approach that assesses whether or not the presence and influence of a teacher, when children are engaged in design, would have an effect on design outcomes and children's ability to be creative. Towards the development of this approach this study is concerned with investigating the involvement and influence of teachers and the perceptions they have about their role in the art and design classroom. Thus the research aims to reveal information about children's situation when involved in the design process including how they currently design, their influences, pedagogical approaches, the role of the teacher, and importantly, the perception that teachers have about the importance of their role in fostering creativity. The questionnaires carried out for this study aimed to reveal such perceptions, as well as the practical methods used by teachers during art and design classes. The questionnaires aimed to explore the influences on children when engaged in activities such as painting, drawing, printing and model making. They sought to uncover how children are influenced by equipment and materials, teacher's perceptions regarding how the different creative abilities of children affect design outcomes, the different creative abilities of different age groups, teacher involvement and the ways teachers judged or assessed the creativity of children's work. It is important to understand the perceptions that teachers have about children when designing in relation to the child's ability to be independently creative, and their role. The study aimed to understand how far teachers believed they affected the design process. The main aim therefore, was to uncover from questioning the teachers what type of involvement that they have with children, when they are engaged in the design process, and whether this or other situational factors affects design outcomes.
6th FabLearn Europe / MakeEd Conference 2022
As our relationship with digital technology radically changes during this pandemic, it becomes imperative to reimagine new ways of interactions and collaborations. It is also important for children grow from passive consumers of digital technology to active designers and Makers. Typical research approaches for inquiring or probing children's digital technology identities include interview-, reflection-, and hands-on creative-types of methods. But how will these methods fare in a future that is online or hybrid? In this paper, we present the outcomes of a workshop that employed critical design fiction with Child-Computer Interaction experts to speculate on how such methods can be applied in the future, in online or limited access scenarios, to study children's designer and Maker identities. We focused on approaches that are empowering, albeit provocative. We call for researchers working with children to reconsider and expand their methods repertoire to keep in tune with the changing times. CCS CONCEPTS • Human-centered computing → Human computer interaction (HCI); HCI design and evaluation methods.
It has to be a group work!": co-design with children
2009
Design researchers are increasingly interested in techniques that support creative teams in various design processes. The methods developed for sharing knowledge and generating solutions are mostly focusing on adults. Creative collaboration with and among children have a specific set of challenges to be considered. In this paper, we describe two design experiments that were conducted with children aged 7 to 9, to explore the applications of co-design methods with children. In those experiments, we observed that children are capable of utilizing make tools but have challenges in group dynamics and reflecting everyday experiences into design ideas.
Kids in Design': Designing Creative Schools with Children
There is a consensus that children should be involved in the planning and design process of their schools, and attempts have been made throughout the world. This paper introduces a 'Kids in Design' project, through which primary school children worked with university architecture students to design a school playground. The aim of the project was to encourage the full potential of children's creativity and generate creative school design outcomes. From October to December 2011, the 'Kids in Design' project was conducted in Roslyn Road Primary School (Geelong, Australia). Through eight weeks of workshops, children in Year 5 & 6 worked with architecture students from Deakin University (Geelong, Australia) to design a school playground. Assessing the design outcomes of this project, assertions are made that creative design outcomes have been achieved. Deakin University is currently working with another primary school to replicate the 'Kids in Design' project in 2012.
Investigating the impact of design processes on children
Proceedings of the 9th International Conference on Interaction Design and Children - IDC '10, 2010
While there is a wealth of information about children's technology and the design processes used to create it, there is a dearth of information regarding how the children who participate in these design processes may be affected by their participation. In this paper, we motivate why studying this impact is important and look at the foundation provided by past research that touches on this topic. We conclude by briefly proposing methods appropriate for studying the impact of the design process on the children involved.
Children Involvement in Participatory Design Process: A Background Review
International Journal of Advanced Trends in Computer Science and Engineering, 2019
Child-Computer Interaction (CCI) research has discovered that there are numerous benefits of involving children in the process of designing new technology. Specifically, children with disabilities have become a potential target of CCI researchers focusing on participation with children in the process of technology design, applying design methods such as participatory design (PD). We aimed to highlight the lack of research that investigates the insight of children with VIs in the technology design process. In addition to the roles that children can play during the design activity. Methods, we identified the PD processes of when children with VIs have been participated in design activity from existing research and conducted a literature review of empirical studies of co-designing with VIs children. The main result shows that children with VIs can play the role of a design partner during the design process. The current state of evidence supports that the PD can have a positive impact on involving children with VIs in the design process.
Working with Young Children as Design Partners
How children's technology is developed, and who is involved in the process, can vary greatly. While there are many roles children can play in the design of new technology, at the University of Maryland we have focused on partnering with children ages 7-11. We have found these intergenerational partnerships can lead to unexpected technology innovations, as well as establishing design methods for working with children. Influenced by the cooperative design practices of the Scandinavian countries, and participatory design and contextual inquiry in the U.S., we have developed design methods for working with children called Cooperative Inquiry .