Being explicit about underlying values, assumptions and views when designing for children in the IDC community

Abstract

When designing technologies for children, designers and researchers often implicitly or explicitly incorporate an interpretation of what a child is, how children learn, or how they play etc. in their design process. However, if these assumptions are not communicated explicitly, discussions among researchers and designers can become difficult because they are not based on the same premises. It is important for the IDC community to be explicit about what assumptions are being made about children and how technology can support their life, so we can develop better quality argumentations about our work