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

Gelderblom H.; Kotze P.

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dc.contributor.author	Gelderblom H.	en
dc.contributor.author	Kotze P.	en
dc.date.accessioned	2012-11-01T16:31:25Z
dc.date.available	2012-11-01T16:31:25Z
dc.date.issued	2008	en
dc.identifier.citation	ACM International Conference Proceeding Series	en
dc.identifier.citation	338	en
dc.identifier.isbn	9.78161E+12	en
dc.identifier.other	10.1145/1456659.1456668	en
dc.identifier.uri	http://hdl.handle.net/10500/7190
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. We 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. Copyright © 2008 ACM.	en
dc.language.iso	en	en
dc.subject	Children's technology/software; Cognitive development; Cognitive skill development; Design guidelines; Psychological theories Children's technology/software; Cognitive development; Cognitive skill development; Design guidelines; Psychological theories; Design; Engineers; Knowledge based systems; Research; Technology	en
dc.title	Designing technology for young children: What we can learn from theories of cognitive development	en
dc.type	Conference Paper	en