A review of the evidence on the use of ICT in the Early Years Foundation Stage

This report reviewed existing evidence on the potential of technology to support the development of educational policy and practice in the context of the Early Years Foundation Stage. Reference is made to the use of ICT by young children from aged birth to five years and its potential impacts, positive and negative on their cognitive, social, emotional educational, visual and physical development

Will the teacher's laptop transform learning?

This article explores how Year to 3 teachers have made use of laptops for teaching and learning in their classroom, examining how they fit with current recommendations for effective teaching, and whether teachers' use of a laptop has lead to a transformation in teaching and learning. Findings show that there was an increasing degree of laptop integration into all areas of the curriculum over the three-year evaluation period. It appears that teachers are providing their students with the opportunity to experience transformative learning

Younger adolescents’ perceptions of physical activity, exergaming, and virtual reality:qualitative intervention development study

Background. Novel strategies to promote physical activity (PA) in adolescence are required. The vEngage study aims to test whether a virtual reality (VR) exergaming intervention can engage younger adolescents (13-15 year old) with physical activity. Objective: This study aimed to gather adolescents’ views of using VR to encourage PA and identify the key features they would like to see in a VR exergaming intervention via interviews. Methods: Participants were recruited through two schools in London, UK. Semi-structured interviews were conducted with adolescents about their views on PA and what might work to increase PA, technology, knowledge and experience of VR, and desired features in a VR exergaming intervention. Data were analysed using Framework Analysis. Results: 31 13-15 year olds (58% female, 62% from non-white ethnicities) participated in this interview study. The vast majority had no awareness of government PA recommendations, but felt they should be more thoroughly informed. All participants were positive about the use of VR in PA promotion. Rewards, increasing challenges and a social/multiplayer aspect were identified by participants as crucial aspects to include in a VR exercise game. Barriers were related to cost of high-end systems. Being able to exercise at home was very appealing. VR exergaming was viewed as a way to overcome multiple perceived social and cultural barriers to PA, particularly for girls. Conclusions: Key elements that should be incorporated into a VR for health intervention were identified and described. These also included the use of rewards, novelty and enjoyment in immersive game play, multi-player options, real-world elements, as well as continual updates and new challenge levels. The use of VR to promote PA in adolescents is promising, but some barriers were raised

Games for health for children - current status and needed research

Videogames for health (G4H) offer exciting, innovative, potentially highly effective methods for increasing knowledge, delivering persuasive messages, changing behaviors, and influencing health outcomes. Although early outcome results are promising, additional research is needed to determine the game design and behavior change procedures that best promote G4H effectiveness and to identify and minimize possible adverse effects. Guidelines for ideal use of different types of G4H by children and adolescents should be elucidated to enhance effectiveness and minimize adverse effects. G4H stakeholders include organizational implementers, policy makers, players and their families, researchers, designers, retailers, and publishers. All stakeholders should be involved in G4H development and have a voice in setting goals to capitalize on their insights to enhance effectiveness and use of the game. In the future, multiple targeted G4H should be available to meet a population's diverse health needs in developmentally appropriate ways. Substantial, consistent, and sophisticated research with appropriate levels of funding is needed to realize the benefits of G4H

A CRITICAL STUDY OF INTERVENTIONS TO INCREASE PHYSICAL ACTIVITY OF CHILDREN

During the last decades, the physical activity (PA) of children decreased. Outdoor games have been replaced by the activities indoors that require less physical exercise and involve spending more time on sedentary behaviours. This article discusses not only the possible consequences of physical inactivity but also the possibilities of increasing PA. Related to this is the need to learn lessons from previous interventions to increase PA. The aim of this study is to critically investigate the interventions to increase PA of children. In order to reach this aim, the review and analysis of the scientific literature were carried out. The review has revealed that intervention can include educational programmes, new or improved policies, environmental improvements, or a health promotion campaign. The interventions that include several strategies are usually the most effective and result in a long-term change. They can be implemented in a variety of environments, including communities, workplaces, schools, healthcare and religious organizations. Those that involve a number of forms and multiple strategies are most effective. Physical education intervention programmes are increasingly recognized as a means of encouraging PA among children. Such programmes aim to expand the attractive environment for PA; reduce children's obesity; increase their physical capacity, and emphasize the importance of a systematic approach to increasing family and community engagement in the overall school physical activity programmes.

Bringing tabletop technologies to kindergarten children

Taking computer technology away from the desktop and into a more physical, manipulative space, is known that provide many benefits and is generally considered to result in a system that is easier to learn and more natural to use. This paper describes a design solution that allows kindergarten children to take the benefits of the new pedagogical possibilities that tangible interaction and tabletop technologies offer for manipulative learning. After analysis of children's cognitive and psychomotor skills, we have designed and tuned a prototype game that is suitable for children aged 3 to 4 years old. Our prototype uniquely combines low cost tangible interaction and tabletop technology with tutored learning. The design has been based on the observation of children using the technology, letting them freely play with the application during three play sessions. These observational sessions informed the design decisions for the game whilst also confirming the children's enjoyment of the prototype