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Designing technology for young children: what we can learn from theories of cognitive development

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dc.contributor.author Gelderblom, H
dc.contributor.author Kotzé, Paula
dc.date.accessioned 2008-11-12T08:33:26Z
dc.date.available 2008-11-12T08:33:26Z
dc.date.issued 2008-10
dc.identifier.citation Gelderblom, H and Kotze, P. 2008. Designing technology for young children: what we can learn from theories of cognitive development. South African Institute of Computer Scientists and Information Technologists (SAICSIT) 2008 Conference: Riding the wave of technology. Wilderness, South Africa, 6-8 October 2008, pp 16 en
dc.identifier.isbn 978-1-60558-286-3
dc.identifier.uri http://hdl.handle.net/10204/2514
dc.description Copyright: 2008 ACM en
dc.description.abstract The majority of guidelines and principles for design of technology are aimed at products for adults. The limited guidelines available for design of young children’s technology do not focus sufficiently on age-related requirements or they offer high-level advice that is only useful in the planning stages of design. This paper reports on research aiming to develop a set of guidelines for the design of technology for children aged five to eight years. The authors believe that the existing knowledge base on child development provides an ample starting point for setting up a useful framework of such guidelines. This paper demonstrates how the knowledge contained in psychological theories of child development can be translated into guidelines for the design of technology en
dc.description.sponsorship South African Institute of Computer Scientists and Information Technologists en
dc.language.iso en en
dc.publisher South African Institute of Computer Scientists and Information Technologists (SAICSIT) en
dc.subject Children's technology en
dc.subject Child development en
dc.subject Cognitive development en
dc.title Designing technology for young children: what we can learn from theories of cognitive development en
dc.type Conference Presentation en
dc.identifier.apacitation Gelderblom, H., & Kotzé, P. (2008). Designing technology for young children: what we can learn from theories of cognitive development. South African Institute of Computer Scientists and Information Technologists (SAICSIT). http://hdl.handle.net/10204/2514 en_ZA
dc.identifier.chicagocitation Gelderblom, H, and Paula Kotzé. "Designing technology for young children: what we can learn from theories of cognitive development." (2008): http://hdl.handle.net/10204/2514 en_ZA
dc.identifier.vancouvercitation Gelderblom H, Kotzé P, Designing technology for young children: what we can learn from theories of cognitive development; South African Institute of Computer Scientists and Information Technologists (SAICSIT); 2008. http://hdl.handle.net/10204/2514 . en_ZA
dc.identifier.ris TY - Conference Presentation AU - Gelderblom, H AU - Kotzé, Paula AB - The majority of guidelines and principles for design of technology are aimed at products for adults. The limited guidelines available for design of young children’s technology do not focus sufficiently on age-related requirements or they offer high-level advice that is only useful in the planning stages of design. This paper reports on research aiming to develop a set of guidelines for the design of technology for children aged five to eight years. The authors believe that the existing knowledge base on child development provides an ample starting point for setting up a useful framework of such guidelines. This paper demonstrates how the knowledge contained in psychological theories of child development can be translated into guidelines for the design of technology DA - 2008-10 DB - ResearchSpace DP - CSIR KW - Children's technology KW - Child development KW - Cognitive development LK - https://researchspace.csir.co.za PY - 2008 SM - 978-1-60558-286-3 T1 - Designing technology for young children: what we can learn from theories of cognitive development TI - Designing technology for young children: what we can learn from theories of cognitive development UR - http://hdl.handle.net/10204/2514 ER - en_ZA


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