01.06.2025
02.06.2025
01.06.2025
| Speakers | Thematic track, Presentation title | Affiliation |
9:00 – 9:30Moscow time |
Welcome addresses |
Moderator: Aleksander Veraksa (Head of the Psychology of Education and Pedagogics Department of the Faculty of Psychology at the Lomonosov Moscow State University, Deputy Director of the Federal Scientific Center for Psychological and Interdisciplinary Research, Vice-President of the Russian Psychological Society, Full Member of the Russian Academy of Education, Doctor of Psychology) |
| Denis Sekirinsky (Russia) |
Deputy Minister of Science and Higher Education of the Russian Federation | |
| Lilia Gumerova (Russia) |
Chairwoman of the Federation Council Committee on Science, Education and Culture of the Russian Federation | |
| Alexander Alimov (Russia) |
Executive Secretary of the Commission of the Russian Federation for UNESCO | |
| Yuri Zinchenko (Russia) |
Dean, Faculty of Psychology at the Lomonosov Moscow State University, Director of the Psychological Institute of the Russian Academy of Education, President of the Russian Psychological Society, Full Member of the Russian Academy of Education, Doctor of Psychology | |
09:30 – 11:20Moscow time |
Mental and Physical Health |
Moderator: Aleksander Veraksa (Head of the Psychology of Education and Pedagogics Department of the Faculty of Psychology at the Lomonosov Moscow State University, Deputy Director of the Federal Scientific Center for Psychological and Interdisciplinary Research, Vice-President of the Russian Psychological Society, Full Member of the Russian Academy of Education, Doctor of Psychology) |
| Tatiana Batysheva (Russia) |
Psychosomatic disorders in children in the practice of pediatric neurologist | Director of the Research and Practice Center for Child Psychoneurology, Moscow Health Department, Honored Medical Doctor of the Russian Federation, Member of the Presidium of the All-Russian Society of Neurologists, Chief Pediatric Specialist of the Russian Ministry of Health |
| Lidia Evert (Russia) |
Associations of headaches with online behavior of adolescents and young people of the Republic of Tyva | MD, Chief Researcher of the Clinical Department of Somatic and Mental Health of Children of the Research Institute of Medical Problems of the North (Krasnoyarsk), Professor of the Department of General Professional Disciplines of the Medical Institute of N.F. Katanov State University of Khakassia (Abakan) |
| Heidi Flavian (Israel) |
Inclusion of learners with special needs by integrating digital tools in schools: advantages, challenges and dilemmas | PhD, Senior Lecturer and Researcher in the Special Education Department at Achva Academic College, Senior Lecturer in the International Team of the Feuerstein Institute |
| Patrik Drid (Serbia) |
Artificial Intelligence and Physical Activity in Working with Children and Teenagers: New Approaches in the Digital Era | PhD, Dean of Faculty of Sport and Physical Education at the University of Novi Sad, International Judge of the Highest Category in Judo and Sambo, Member of the European Sambo Federation. |
| Eileen Africa (South Africa) |
Screen time versus skill time: The magic of movement in childhood | PhD, Associate Professor at the Faculty of Medicine and Health Sciences of Stellenbosch University, Honorary Research Fellow at Coventry University (UK) |
| Purnima Singh (India) |
Digitising School Mental Health Education: A Mixed-Methods Study on Teacher Capacity Building in Adolescent Behavioural Support | PhD, Professor at the Department of Humanities and Social Sciences of Indian Institute of Technology in Delhi, Member of the National Academy of Psychology (NAOP) |
| Madhumita Dhupar (India) |
Digitising School Mental Health Education: A Mixed-Methods Study on Teacher Capacity Building in Adolescent Behavioural Support | School of Psychology and Counselling, O.P Jindal Global University, Sonipat |
11:30 – 13:20Moscow time |
Artificial Intelligence for Learning and Development |
Moderator: Anna Leybina (Associate Professor of the Psychology of Education and Pedagogics Department of the Faculty of Psychology at the Lomonosov Moscow State University) |
| Jinjin Lu (China) |
The adoption of Artificial Intelligence (AI) technologies in Chinese early childhood centres | PhD, Senior Associate Professor, Academy of Future Education, Xi’an Jiaotong-Liverpool University. Honorary Chair Professor, College of Humanities and Social Sciences , Chaoyang University of Technology in Taiwan |
| Constantine Andoniou (UAE) |
Digital Childhoods: The Role of Generative AI in Education | PhD in Education, Associate Professor and Chair of the Education and Social Sciences Department at the College of Arts, Education and Social Sciences of Abu Dhabi University |
| Helmi Norman (Malaysia) |
Digital Childhoods: Navigating AI and Virtual Worlds | PhD, Associate Professor, Deputy Director of Instructional Technologies of Center for Teaching and Curriculum Development at the University Kebangsaan Malaysia, Director on the Board of Directors with the International Association for Blended Learning, Vice Chairman of the Malaysian e-Learning Council for Public Universities (MEIPTA), Apple Distinguished Educator and Apple Professional Learning Specialist |
| Evren Yigit (Turkey) |
From Screens to Systems: Why Quality Content Still Matters in the Age of AI | Chief Content Officer and Co-Founder of Mako Company |
| Alisa Maltseva (Russia) |
Results of the implementation of the program of preparation for school using AR technologies | Ph.D., Associate Professor of the Department of Performance Management Psychology, Senior Researcher Laboratory of Psychology and Psychophysiology of Stress Resistance and Creativity at South Ural State University, Scientific consultant LLC “StandUp Innovation” |
| Yuliana Slascheva (Russia) |
From TV to TikTok: How to be relevant to the ‘scroll’ generation? | Director General of the M. Gorky Film Studio for Children’s and Youth Films |
13:30 – 15:20Moscow time |
Early Childhood Development: Enriching the Social Situation of Development |
Moderator: Aleksander Veraksa (Head of the Psychology of Education and Pedagogics Department of the Faculty of Psychology at the Lomonosov Moscow State University, Deputy Director of the Federal Scientific Center for Psychological and Interdisciplinary Research, Vice-President of the Russian Psychological Society, Full Member of the Russian Academy of Education, Doctor of Psychology) |
| Simin Cao (China) |
Digital resources and parental mediation parallelly mediate the impact of SES on early digital literacy among Chinese preschoolers | Shanghai Institute of Early Childhood Education of Shanghai Normal University |
| Ashkan Naseh (Iran) |
Digital devices and the mental health of Iranian children | Assistant Professor at Department of Psychology of Faculty of Literature and Human Sciences at University of Guilan |
| Usha Kiran Subba (Nepal) |
Executive Function Scale: Development of items consistent with Nepalese language | Professor at Department of Psychology and Philosophy of Tribhuvan University (Kathmandu, Nepal), President of the Nepal Psychological Society |
| Milya Raiko (Russia) |
PiktoMir digital environment as an effective tool for forming algorithmic skills in preschoolers | Research Associate, Senior Lecturer of the Department of Advanced Education of the Kurchatov Institute Research Center, Lecturer at the Department of Informatics and Mathematics in Primary School of the Institute of Childhood of Moscow State Pedagogical University |
| Solopova Ulker (Russia) |
PiktoMir digital environment as an effective tool for forming algorithmic skills in preschoolers | Specialist of the Kurchatov Institute Research Center |
| Aleksander Veraksa (Russia) |
Project activity in preschool age: benefits for language development | Head of the Psychology of Education and Pedagogics Department of the Faculty of Psychology at the Lomonosov Moscow State University, Deputy Director of the Federal Scientific Center for Psychological and Interdisciplinary Research, Vice-President of the Russian Psychological Society, Full Member of the Russian Academy of Education, Doctor of Psychology |
| Olga Mezentseva (Russia) |
Interdisciplinary studies of children’s reading: the experience of the Russian State Children’s Library and partner organizations | Deputy Director for Science and Educational Activities of the Russian State Children’s Library |
15:30 – 17:20Moscow time |
Inclusive and Special Needs Education |
Moderator: Apollinaria Chursina (Researcher at Federal Scientific Center for Psychological and Interdisciplinary Research, Researcher at the Department of Educational Psychology and Pedagogy at Faculty of Psychology of the Lomonosov Moscow State University, and Doctoral Student of the School of Health Sciences at the University of Granada (Spain)) |
| Alpana Vaidya (India) |
Navigating the Digital Lives of Gen Alpha: A Qualitative Exploration of Media Use Among Indian Children | PhD, Professor and Head of Department of Psychology in Symbiosis College in Pune, Member of National Academy of Psychology (NAOP) |
| Mahmoud Gharaibeh (UAE) |
The Role of Digital Stories in Developing Reading Skills: Perspectives of Special Education and Arabic Language Teachers for Elementary Stage in the United Arab Emirates and Jordan | PhD in Special Education, Associate Professor at Al-Ain University in Abu Dhabi |
| Linda S. Pagani (Canada) |
Too much digital time generates emotional distress, moderated by loneliness, and leads to dysfunction at all school levels | PhD, Full Professor at University of Montreal |
| Yana Smirnova (Russia) |
The role of adult cue modality in recognizing the object of interest in children with hearing impairment | PhD, Associate Professor and Head of the Department of General and Applied Psychology at Altai State University |
| Etella Castellini (Uruguay) |
A child with attention problems and learning difficulties. Neuropsychological intervention using ICT, risk analysis. | University of the Republic (UDELAR) |
| Nilza González Peña (Cuba) |
Animaseñas and the Universe of Federico Maldemar: Results of an Alliance Between Science and Art | PhD, Specialist at Animation Studies of Cuban Institute of Cinematographic Art and Industry (ICAIC), Associate Professor at the Faculty of Psychology of the Havana University |
17:30 – 19:00Moscow time |
Meeting New Challenges: Modern Education in the Era of Digitalization |
Moderator: Apollinaria Chursina (Researcher at Federal Scientific Center for Psychological and Interdisciplinary Research, Researcher at the Department of Educational Psychology and Pedagogy at Faculty of Psychology of the Lomonosov Moscow State University, and Doctoral Student of the School of Health Sciences at the University of Granada (Spain)) |
| Elena Bryzgalina (Russia) |
Professional self-determination as a topical task of the final period of childhood | PhD, Associate Professor and Head of the Department of Philosophy of Education at the Faculty of Philosophy of Lomonosov Moscow State University |
| Rosa Maria Vicari (Brasil) |
Why teach AI for K12 | PhD in Electrical and Computer Engineering, Full Professor at the Federal University of Rio Grande do Sul, Coordinator of UNESCO Chair in Communication and Information Technologies on Education |
| Andréia Schmidt (Brasil) |
Screen Exposure in Early Childhood: Contextual and Familial Predictors in a Brazilian Sample | PhD, Associate Professor at the University of São Paulo, Researcher at the National Institute of Science and Technology on Behavior, Cognition, and Teaching (INCT-ECCE), Board of the Brazilian Society of Psychology |
| Omar Sulaymani (Saudi Arabia) |
The Impact of Digital Touch Technology on Children’s Emotional Development in a Saudi Arabian Classroom: A Cultural-Historical Perspective | PhD, Educational advisor at Saudi Ministry of Education |
| Daniel Arturo Hernández Rodríguez (Columbia) |
Great 20th-century pedagogies against screens in early childhood education: training versus education | PhD, Director of the UNESCO Chair in Child Development and Coordinator of the Master in Childhood and Culture at the Francisco José de Caldas District University |
| Eduardo Sandoval Obando (Chile) |
Generativity and Engagement in Teaching in Primary Education: A Diverse Challenge in the Digital Society | PhD, Associate Professor at the School of Psychology at Faculty of Social Sciences and Humanities of Autonomous University of Chile, Director of the Research Group on Culture, Education and Social Transformation, Director of the Research Group on Social Sciences |
02.06.2025
| Speakers | Thematic track, Presentation title | Affiliation |
9:00 – 10:50Moscow time | Socialization in the Digital World | Moderator: Aleksander Veraksa (Head of the Psychology of Education and Pedagogics Department of the Faculty of Psychology at the Lomonosov Moscow State University, Deputy Director of the Federal Scientific Center for Psychological and Interdisciplinary Research, Vice-President of the Russian Psychological Society, Full Member of the Russian Academy of Education, Doctor of Psychology) |
| Galina Soldatova (Russia) | Digital socialization of Russian teenagers: the transformation of personality and the problem of well-being | Professor at the Faculty of Psychology of the Lomonosov Moscow State University, Director of the Internet Developmemt Foundation, Full Member of the Russian Academy of Education, Doctor of Psychology |
| Andik Matulessy (Indonesia) | Causes, impacts and interventions of internet addiction in teenagers | PhD, Associate Professor at the University of 17 Agustus 1945 Surabaya, President of the Indonesian Psychological Association (HIMPSI) |
| Fanchang Kong (China) | The role of perceived competence and upward social comparison in the relationship between social media multitasking and college students well-being: evidence from ecological momentary assessment | PhD, Associate Professor at the School of Psychology of Central China Normal University, Visiting Scholar at Yale University, Researcher at the Key Laboratory of Adolescent Internet Psychology and Behavior of Ministry of Education of China |
| Margarita Gavrilova (Russia) | Popular Toys: A Classification and Their Role in Enhancing Imagination | PhD, Researcher at the Psychology of Education and Pedagogics Department of the Faculty of Psychology of the Lomonosov Moscow State University |
| Ali Kemal Tekin (Norway) | Popular Toys: A Classification and Their Role in Enhancing Imagination | PhD, Professor at Western Norway University of Applied Sciences (Bergen, Norway), 2021 – 2024 Editor-in-Chief of International Journal of Early Childhood (IJEC) |
| Natalia Rudnova (Russia) | Preschoolers’ Screen Time: Trends in Russia, Serbia, China, and Cuba | PhD, Researcher at Federal Scientific Center for Psychological and Interdisciplinary Research |
| Dragana Zanini (Serbia) | Preschoolers’ Screen Time: Trends in Russia, Serbia, China, and Cuba | Researcher at the University of Novi Sad |
| Lijia Zhang (China) | Preschoolers’ Screen Time: Trends in Russia, Serbia, China, and Cuba | Researcher at Lomonosov Moscow State University |
| Yaser Ramirez Benitez (Cuba) | Preschoolers’ Screen Time: Trends in Russia, Serbia, China, and Cuba | PhD, Researcher at the University of Cienfuegos “Carlos Rafael Rodríguez” |
| Dmitry Kornienko (Russia) | Pixels or Well-Being? How Screen Time & Social Media Reshape Adolescent Lives in Russia & Cuba | Senior Researcher at Federal Scientific Center for Psychological and Interdisciplinary Research, Doctor of Psychology |
| Jorge Enrique Torralbas Oslé (Cuba) | Pixels or Well-Being? How Screen Time & Social Media Reshape Adolescent Lives in Russia & Cuba | Professor at Faculty of Psychology of University of Havana. President of Cuban Psychological Society |
11:00 – 12:50Moscow time | Prevention of the Digital Risks | Moderator: Anna Leybina (Associate Professor of the Psychology of Education and Pedagogics Department of the Faculty of Psychology at the Lomonosov Moscow State University) |
| Joaquim Quintino-Aires (Portugal) | Child in a Digital World. Really good, but… | PhD, Founder and Director of the Vygotsky Institute |
| Candido Alberto Da Costa Gomes (Portugal) | Adolescents: social media as silent educational agencies | PhD, Professor of Education and Director of the Research, Innovation and Development Center at Higher Education Institute of Fafe (Portugal), Founder and Honorary Member of UNESCO Chair of Education, Youth and Society |
| Nesrin Isikoglu (Turkey) | Tiny Fingers, Big Screens: Understanding Digital Play Addiction in Early Years | PhD, Full Professor and Head of the Early Childhood Education Department at the University of Pamukkale |
| Moses Otiado Winjilah (Kenya) | Navigating the Digital Playground: Growing Up in the Age of Screens and Algorithms. | Deputy Head Teacher, Kakamega Hill School |
| Iboro Ottu (Nigeria) | Nexual portraits in the child’s search for identity: constellations and consternation of medieval-to-digital transformation | PhD, Associate Professor at the Faculty of Social Sciences of University of Uyo, Member of Nigeria’s Teachers’ Registration Council |
| Maya Bulaeva (Russia) | Technologies for coping with digital loneliness | Deputy of the Moscow City Duma, Director of the School in Nekrasovka |
13:00 – 14:50Moscow time | OMEP: International Experience for the Benefit of Future Generations | Moderators: Aleksander Veraksa (Head of the Psychology of Education and Pedagogics Department of the Faculty of Psychology at the Lomonosov Moscow State University, Deputy Director of the Federal Scientific Center for Psychological and Interdisciplinary Research, Vice-President of the Russian Psychological Society, Full Member of the Russian Academy of Education, Doctor of Psychology) Larisa Shevchenko (President of the Russian OMEP Committee, Director of ‘Childhood World’, Member of the Russian Municipal Academy) |
| Larisa Shevchenko (Russia) | Project activities as a tool for integrating the UN Sustainable Development Goals into the educational space | President of the Russian OMEP Committee, Director of ‘Childhood World’, Member of the Russian Municipal Academy |
| Nektarios Stellakis (Greece) | Early Childhood Education: A pillar for ensuring a sustainable future | PhD, Associate Professor at the University of Patras |
| Matteo Corbucci (Italy) | Promoting the Child’s Creative Expression in the Digital World: The Educational Practice of Animating Puppets | President of OMEP Italy – Pedagogical Coordination, Municipality of Rome |
| Bernardo Aguilar (Mexico) | Promoting early childhood quality environments: practices to strengthen children’s self-regulation in the classroom. | Advisor for the Municipality of San Pedro Garza García, Mexico |
| Nigora Khidoyatova (Uzbekistan) | Modern Trends in Preschool Education in Uzbekistan: Innovations and Traditions | Senior Lecturer at Faculty of Preschool Education of Chirchik Pedagogical University |
| Daria Andreychuk (Russia) | Best Practices. Quality of preschool education | Teacher-psychologist of the highest category of qualification at the Kindergarten №22 «Yablonka», Laureate of the Sverdlovsk Region Governor’s Award |
| Marina Popova (Russia) | Best Practices. Quality of preschool education | Teacher-defectologist of the highest category of qualification at the Kindergarten №22 «Yablonka», Laureate of the Sverdlovsk Region Governor’s Award |
15:10 – 17:00Moscow time | Family and the Child’s Digital Experience | Moderator: Apollinaria Chursina (Researcher at Federal Scientific Center for Psychological and Interdisciplinary Research, Researcher at the Department of Educational Psychology and Pedagogy at Faculty of Psychology of the Lomonosov Moscow State University, and Doctoral Student of the School of Health Sciences at the University of Granada (Spain)) |
| Masood Alamineisi (Iran) | The Role of a Strong Family Institution in Child Rearing in the Digital Age | PhD in Sociology of Development, Associate Professor at the Department of Cooperation and Social Welfare of Allameh Tabataba’i University, Consultant to Presidential Administration of Iran, and Ministry of Science, Research and Technology of Iran |
| Giana Frizzo (Brasil) | What have we learned about parental overload and the offer of digital media to children during COVID-19: increase in usage time and introduction of a new device | Associate Professor at the Federal University of Rio Grande do Sul UFRGS in Porto Alegre, Brazil. Coordinator of the Center for Research and Intervention on families with infants and children at UFRGS |
| Sara Malo Cerrato (Spain) | The role of adult and peer listening in adolescent well-being in digital contexts. | PhD, Associate Professor at the Department of Psychology of the University of Girona, Co-leader of the ERIDIQV (Childhood, adolescence, children’s rights and their quality of life) research group |
| Sandra Liliana Cuervo (Spain) | Enhancing Media and Information Literacy in the Classroom | PhD, Researcher at the Department of Didactics and School Organization of the University of the Basque Country, Permanent member of the UNESCO Chair in Communication and Values Education (University of the Basque Country) |
| Nere Amenabar Perurena (Spain) | Enhancing Media and Information Literacy in the Classroom | Senior Researcher at the University of the Basque Country |
| Itxaro Etxague Goia (Spain) | Enhancing Media and Information Literacy in the Classroom | Senior Researcher at the University of the Basque Country |
| Lucas G Gago Galvagno (Argentina) | Nudging Toddlers Caregivers Toward Healthier Habits in Low-SES Families | Academic researcher, Research Institute of the Faculty of Psychology, University of Buenos Aires (UBA), Interamerican Open University (UAI) |
| Jorge Enrique Torralbas Oslé (Cuba) | Problematic Social Media Use, Emotional Intelligence, and Parental Mediation: Impact on Body Awareness in Adolescents | Professor at Faculty of Psychology of University of Havana. President of Cuban Psychological Society |
17:15 – 19:00Moscow time | Learning Mathematics in the Digital World | Moderators: Yulia Solovieva (Professor, Director of the Institute of Neuropsychology and Psychopedagogy of Puebla (INPP)) Apollinaria Chursina (Researcher at Federal Scientific Center for Psychological and Interdisciplinary Research, Researcher at the Department of Educational Psychology and Pedagogy at Faculty of Psychology of the Lomonosov Moscow State University, and Doctoral Student of the School of Health Sciences at the University of Granada (Spain)) |
| Anastasia Lobanova (Russia) | A new step in learning situation development scaffolded in “Equilibrium” computer simulation | Researcher at the Laboratory of Psychology of Primary School Students of the Federal Scientific Center for Psychological and Interdisciplinary Research |
| Elena Vysotskaya (Russia) | A new step in learning situation development scaffolded in “Equilibrium” computer simulation | PhD, Leading researcher at the Laboratory of Psychology of Primary School Students of the Federal Scientific Center for Psychological and Interdisciplinary Research |
| Mariya Yanishevskaya (Russia) | A new step in learning situation development scaffolded in “Equilibrium” computer simulation | PhD, Leading researcher at the Laboratory of Psychology of Primary School Students of the Federal Scientific Center for Psychological and Interdisciplinary Research |
| Anastasia Sidneva (Russia) | Teachers’ beliefs about teaching mathematics in the 1st grade | PhD, Senior Researcher at the Psychology of Education and Pedagogics Department of the Faculty of Psychology of the Lomonosov Moscow State University |
| Wellington Lima Cedro (Brasil) | Mathematics Club: a learning space for teachers and students | PhD in Education, Coordinator of the Pedagogical Research and Study Group of the Institute of Mathematics and Statistics of the Federal University of Goiás, Deputy Director of the Regional Branch of the Brazilian Society of Mathematics Education in the State of Goiás. |
| Yolanda Rosas Rivera (Mexico) | Reflections on the work of mathematical problem solving in Mexico | Professor at the National Pedagogical University of Mexico City |
| Claudia Ximena González Moreno (Colombia) | Development of symbolic functions as the basic for learning of mathematic at school | Researcher at the Pontifical Xavierian University |
Estoy muy contenta de volver a estar con ustedes.
Audience questions for Heidi Flavian:
1. Are there age-related differences in teachers’ perceptions, readiness, and levels of digital technology use, and how do these differences influence the effectiveness of integrating digital tools into the educational process?
2. In your view, which strategies are most promising for overcoming the challenges identified in the study regarding the use of digital technologies in working with children? Specifically, how can educators be supported in adapting to the digital transformation of education?
Audience questions for Eileen Africa:
1. What specific strategies can be most effective in integrating physical activity into the daily lives of digitally active children?
2. What cultural differences need to be considered when designing programs to promote physical activity and digital literacy in the digital age?
Audience question for Patrik Drid:
To what extent are modern parents prepared for the integration of artificial intelligence (AI) into their interactions with children, both in terms of psychological readiness and AI-related competencies?
Audience questions for Purnima Singh and Madhumita Dhupar:
1. What specific components of the digital intervention were most effective in enhancing teachers’ self-efficacy in managing classroom behavioral concerns?
2. What challenges did teachers face in adopting the digital intervention?
Audience question for Jinjin Lu:
Based on your experience, how can we overcome the mindset among teachers that using AI is too complex and burdensome, in order to encourage its meaningful integration into their practice?
Audience questions for Helmi Norman:
1. To what extent, in your opinion, are contemporary education systems prepared to integrate AI not merely as a tool, but as a co-author of educational content?
2. What risks do you identify in the use of AI for creating virtual worlds, and how might these potential negative effects on children’s development be mitigated?
Audience question for Constantine Andoniou:
What criteria should be considered when developing ethically responsible AI agents to interact with children?
Audience question for Evren Yigit:
What principles or frameworks do you consider essential to ensure that AI-generated content for children remains developmentally appropriate, inclusive, and ethically sound?
Audience questions for Simin Cao:
Given the challenges faced by families with limited resources, what are some practical and culturally sensitive strategies of digital parental mediation?
Audience questions for Ashkan Naseh:
What are the key areas of legal regulation concerning children’s digital engagement and the use of artificial intelligence that can be identified in the context of Iran?
Audience questions for Usha Kiran Subba:
What are the future plans for implementing the created scale into research practice?
Audience questions for Alpana Vaidya:
1. Does your research explore how parents’ personality traits (stress, temperament, their own digital behavior) influence children’s digital behavior?
2. Do you think there are characteristics of the Alpha generation that are more specific to children in India but not so specific to children from other countries that should be considered when interpreting the results of similar work done in different countries?
Audience questions for Mahmoud Gharaibeh:
1. In what ways are digital practices most commonly used by teachers in public schools in the UAE?
2. What is the place of reading in children’s leisure time in the UAE? Is reading books (print, electronic or audio) a ubiquitous leisure-time activity for children?
Audience question for Rosa Maria Vicari:
1. For what educational purposes is it possible to use artificial intelligence for teachers and students?
2. Is there a risk that the use of AI will encourage academic dishonesty in students?
3. Could such a program on the competent use of AI affect the development of critical thinking?
Audience questions for Andréia Schmidt
The study found that children in families with higher incomes were more likely to use gadgets. Was it possible to take into account the presence of a babysitter for these children?
Audience questions for Audience questions for:
1. What might be the reasons for children’s emotional involvement when using gadgets?
2. Do you plan further research in this area using quantitative methods? For example, how does gadget use affect a child’s emotional development? Or how is emotional engagement related to learning success?
1. What might be the reasons for children’s emotional involvement when using gadgets?
* The study suggests that children tend to be more emotionally engaged if they have a positive predisposition towards using touch technologies like iPads.
* Children express enjoyment when using iPads, which is linked to factors such as personal aptitude for learning, personal space and ownership, creativity, the development of new social patterns, comfort, and the perceived usefulness of the device.
* The enjoyable nature of these activities can lead to the acquisition of skills like problem-solving, which may not be as readily accessible through traditional play.
2. Do you plan further research in this area using quantitative methods? For example, how does gadget use affect a child’s emotional development? Or how is emotional engagement related to learning success?
* Of course there is a need for further research on the emotional engagement of children with technology.
* So, while there’s a good understanding of how technology supports learning, the connection between children’s emotions and learning when using touch technologies is not fully understood.
* I suggest that future studies could include explicit and implicit measures to document the influence of self-regulation on emotional regulation.
Here’s an explanation of why quantitative methods might be difficult in this type of study, rooted in cultural-historical theory:
Cultural-Historical Theory and Research Methodolog
Cultural-historical theory, primarily developed by Vygotsky, emphasizes that human development is deeply intertwined with social and cultural contexts. It posits that:
* Development is socially mediated: Cognitive functions originate in social interactions.
* Culture shapes the mind: Cultural tools, like language and technology, influence how we think and act.
* Context is crucial: Activities cannot be separated from their specific social and historical settings.
* Motive is key: Human activity is driven by motives, which are themselves shaped by the cultural context.
This theoretical perspective shapes research methodology in particular ways:
* Qualitative focus: Cultural-historical research often favors qualitative methods like case studies, ethnographies, and discourse analysis to capture the complexity of social interactions and the influence of context.
* Emphasis on process: Researchers are interested in the *process* of development: how the cultural-historical concepts such as Perezhivanie and the social situation of development evolve, how learning occurs in social activity, and how individuals make meaning.
Challenges of Quantitative Methods
Given this framework, here’s why strictly quantitative methods can be challenging:
* Reducing complexity: Quantitative methods often require reducing complex phenomena to numerical data, which can oversimplify the richness of social interactions and the influence of context. For instance, measuring “emotional engagement” with a numerical score might miss the nuances of how children express and experience emotions in different situations.
* Isolating variables: Quantitative research often seeks to isolate variables (e.g., “gadget use” and “emotional development”) to establish cause-and-effect relationships. However, cultural-historical theory argues that these variables are interconnected and influenced by a multitude of contextual factors that are difficult to isolate.
* Ignoring meaning-making: Quantitative methods may not fully capture the *meaning* that children ascribe to their experiences. Cultural-historical theory emphasizes that children actively interpret and make sense of their activities, and this meaning-making process is crucial for understanding development.
* Context-stripping: Quantitative studies can sometimes remove the activity from its context to allow for generalizations. However, cultural-historical theory insists that activities are shaped by their context, and removing this context can distort the findings.
In the context of the provided research:
The authors chose a qualitative approach (case study with video observations and interviews) to deeply explore the dynamics of children’s emotional interaction and iPad use in a specific Saudi classroom. This allowed them to:
* Capture the evolving nature of children’s social situation of development as they interacted with iPads.
* Analyze the social interactions and contextual factors that influenced children’s engagement.
* Understand the children’s experiences (i,e Perezhivanie) from their perspectives.
While quantitative methods can provide valuable data, a cultural-historical perspective suggests that they might not be the most appropriate for fully understanding the complex interplay of the emotions , social context, and technology in children’s development.
I hope this answer your good question!!!