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"Decorative Designing as a Study for Children" is an article from The Elementary School Teacher, Volume 9 . View more articles from The Elementary School Teacher . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-992753

"Decorative Designing as a Study for Children" is an article from The Elementary School Teacher, Volume 9 . View more articles from The Elementary School Teacher . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-992753

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 15 titles include studies dealing with the following areas: the evaluation of student writing; the assessment of the communicative competence of kindergarten children; formulas for predicting high school reading achievement; an English usage examination at a Texas university; a survey of secondary school English teachers' knowledge and attitudes regarding testing and accountability; considerations in designing a composition placement instrument; assessment of the functional communication competence of 17 year old students; the influence of readers on the holistic grading of essays; the construct validity of the Grammatical Closure subtest as a measure of language ability; a test of the critical listening ability of college students; the training of preservice teachers in the use of standardized language arts achievement tests; the effects of the cultural context of language on the performance of black inner-city students; the reliability of ratings on the Language Skills Examination; faculty evaluation procedures for secondary level English teachers; and methods for determining the internal consistency of English compositions. (GW)

This paper presents a model for generating school and home interventions for preschool children experiencing behavioral and social difficulties or developmental delays. Youngsters, at some point in their development, may display challenging behaviors that can be minimized, sometimes eliminated, with appropriate intervention. Current best practices suggest interventions that rely on collaborative problem solving with family members and school staff, and provide consultation to caregivers. Comprehensive assessments examine the relationship between environmental and within-child variables. Functional assessment, a main feature of the model, provides a framework for intervention design. The intervention process begins with identification of target behaviors. Acknowledgement of warning signs that predict under what circumstances the target behaviors may occur is then vital in preventing these behaviors. The most important aspect of the intervention plan is developing proactive prevention efforts. Prevention includes modification of environments, development of skills and alternative behaviors to replace target behaviors, reinforcement programs, and changes in caregiver behavior. Finally, if prevention strategies fail, intervention strategies are designed for caregiver response to the target behavior. Case material is used to present basic techniques for behavior change. (Author/EMK)

The time for school psychologists to invest concentrated and intensive intervention is when students are very young and still in general education settings. This paper presents suggestions on ways to accomplish this through data collection, design of an intervention, staff training, modifying an intervention, and teamwork. To illustrate the process, the paper describes a case study of a child in nursery school who was identified as having developmental problems. Traditional interventions and even consultations did not work with the child, so an intensive intervention, using a team approach, was initiated. First a baseline of behavior was established, and then the intervention plan was developed. The plan called for time-out procedures combined with a high rate of reinforcement and a change in antecedents. The school psychologist met with teachers and staff to discuss the intervention and to train them in its implementation. After beginning the plan, staff met continuously to monitor progress and to adjust the interventions to address new behaviors. The intervention resulted in a steep decline in aggressive behaviors and in noncompliance. Verbal threats were extinguished and affectionate behavior increased dramatically. Plans for long-term maintenance as the child moved to higher grades were also implemented. (RJM)

This booklet provides step-by-step instructions for designing and constructing simple, individually tailored adaptive mobility devices for preschool-age children who are visually impaired. These devices are intended to enable children to begin to master independent travel, which precedes long cane training. How to introduce the mobility device to children, why an adaptive mobility device is needed, how to determine the appropriate device, and typical sequencing and device transition are discussed. Four different types of devices are then introduced: the Moveabout (with three different design options), the Pusher, the L-Bar, and the Arc-Definer. Instructions about each device include a list of the materials and tools needed to construct the device, the cost of materials and tools, optional features, and construction directions. Information is also provided on how to individualize devices to fit the height and width of the child, and photographs and diagrams show the assembly process. Three case studies of children (ages 1-2) with visual impairments illustrate the use of the devices. (Contains 19 references.) (CR)

Councilmember Craig Rice highlights the accomplishments of local students who are blazing trails in the field app development.

Councilmember Craig Rice highlights the accomplishments of local students who are blazing trails in the field app development.

This paper discusses the first year results of a screening procedure used to identify 92 kindergarten and first grade children who were at risk of developing serious emotional disturbance (SED), and presents additional data on the predictive validity of the screening procedure one year later. The Systematic Screening for Behavior Disorders (SSBD) is a three-stage, multiple-gated procedure for mass screening to determine whether a child should be referred for psycho-educational evaluation. This study adapted the procedure to assess level of risk status in order to better target instruction, behavioral, and community-based services based on need and applied to a population that is at-risk in general due to a variety of psychosocial factors. Students were ranked by teachers and classified as either low, moderate, or high risk for SED based on the number of gates passed during the screening process. Results from the study indicate the SSBD procedure appears to be well suited as an instrument for the classification of risk status, as well as for screening children who might be referred for evaluation for educational and mental health services. (CR)

This paper discusses the first year results of a screening procedure used to identify 92 kindergarten and first grade children who were at risk of developing serious emotional disturbance (SED), and presents additional data on the predictive validity of the screening procedure one year later. The Systematic Screening for Behavior Disorders (SSBD) is a three-stage, multiple-gated procedure for mass screening to determine whether a child should be referred for psycho-educational evaluation. This study adapted the procedure to assess level of risk status in order to better target instruction, behavioral, and community-based services based on need and applied to a population that is at-risk in general due to a variety of psychosocial factors. Students were ranked by teachers and classified as either low, moderate, or high risk for SED based on the number of gates passed during the screening process. Results from the study indicate the SSBD procedure appears to be well suited as an instrument for the classification of risk status, as well as for screening children who might be referred for evaluation for educational and mental health services. (CR)

This report describes achievements of a Linn County (Oregon) project to design, implement, and evaluate a county-wide comprehensive interagency model for achieving improved outcomes for children with or at risk of developing emotional/behavioral disabilities. The project stressed systems change, driven by full parent participation and interagency collaborative strategies. The project's six major components were: (1) a county council which provided structure for the planning, implementation, and evaluation of the model; (2) a parent support and advocacy network; (3) a county-wide systems change process focused on the school environment; (4) regionalized interagency youth service teams for developing family service plans; (5) a coordinated system of service delivery and follow-up; and (6) a plan to integrate health and social services at school sites. Individual sections of this report address: goals and objectives, theoretical/conceptual framework, description of model and participants, methodological/logistical problems, research/evaluation findings, project impact, and additional information. Thirteen appendices include forms used to record staff time use, student and family profile information, perceptions of child progress, student self-assessment, family attitudes, and system change evaluation. (DB)

The international conference ‘Designing for Children 2021’ Mumbai, India with focus on ‘Play and Learn’ was held online from 28th - 30th, January 2021 and was being hosted online by the IDC School of Design ( IDC ), Indian Institute of Technology (IIT) Bombay, Mumbai with support from India Design Association ( InDeAs ) and DesignIndia . This international event was aimed at deliberations and discussions concerning design issues related to children. The event was expected to throw light on the role of designing for children as related to design of objects, media and environment with focus on ‘play and learn’. The events were centered around the interests of students, educationists, practicing designers and children related interest groups. The event had been designed to be lively, interactive and thought provoking and will provide an excellent opportunity to interact with thought leaders and listen to visions by researchers.

he international conference with the focus on ‘Designing for Children’ was being held at Mumbai, India, in Feb 2010 and was being hosted by the Industrial Design Centre ( IDC ), at the Indian Institute of Technology Bombay ( IITB ), Mumbai. This international event was aimed at deliberations and discussions concerning design issues related to children. The event was expected to throw light on the role of designing for children as related to the design of objects, media, and the environment with a focus on ‘play and learn’. The events were centered around the interests of students, educationists, practicing designers, and children related interest groups. The event had been designed to be lively, interactive, and thought-provoking and provided an excellent opportunity to interact with thought leaders and listen to visions by researchers.

This paper details the lived experience of the author as an education consultant from the mainstream of Australian education, attempting to assist a remote Aboriginal corporation establish its own secondary school, in its own cultural context on its own land. It is about the experience of an Anglo Australian servant of an Aboriginal corporation. The perspective is that of an outside employee. The paper is not a treatise on Aboriginal education. It does not seek to advance an Aboriginal point of view.

Age-appropriate video intervention toolkits (VIT) were designed and piloted with military children ages 3 to 5, 6 to 11, and 12 to 19 dealing with military deployment separation to assess for resiliency, develop coping skills, and monitor for mental health risk. Adults were educated about available resources to address stress and dysfunctional reactions to separation as well. Questionnaires revealed that 63% of children (N = 86) were unaware of materials available to them. Short-term video efficacy was demonstrated by a 15% increase in knowledge of community resources after viewing the videos. 24% of children felt they could talk more easily about issues after seeing the program. Facilitator's guides were provided to stimulate discussion afterwards. 18.2% (N = 14) of children screened positive for pre-deployment stress with the Pediatric Symptom Checklist (PSC), comparable to national norms. An additional 9.1% (N = 7) asked for assistance, suggesting that potentially 24.1% of today's deploying families may require assistance, education, or counseling. The VIT encouraged parents and children to ask questions and seek out appropriate intervention before, during, and/or after deployment leading to appropriate interventions that decrease adverse effects of deployment separation.

DESIGNING BRIDGES - SCIENCE FOR ELEMENTARY CHILDREN

The international conference ‘Designing for Children 2021’ Mumbai, India with focus on ‘Play and Learn’ was held online from 28th - 30th, January 2021 and was being hosted online by the IDC School of Design ( IDC ), Indian Institute of Technology Bombay ( IITB ), Mumbai with support from India Design Association ( InDeAs ) and DesignIndia . This international event was aimed at deliberations and discussions concerning design issues related to children. The event was expected to throw light on the role of designing for children as related to design of objects, media and environment with focus on ‘play and learn’. The events were centered around the interests of students, educationists, practicing designers and children related interest groups. The event had been designed to be lively, interactive and thought provoking and will provide an excellent opportunity to interact with thought leaders and listen to visions by researchers.

160 p. : 28 cm

An Art-Ickle in Issue 6 of the Character Design Quarterly Magazine, entitled 'Designing for Children's Books, with Julia Christians' was the topic for this weeks lil episode. Really enjoyed this one that focused a lot on having fun whilst designing your characters, because if you're having fun, the character will appear to be having fun, which will result in the viewer having fun too :) Some of the other topics include: Experimenting with your Designs, How Art is all about Playing and Having Fun, Curiosity, Using Accessories to Create Fun Silhouettes, Creating a family of Characters, The benefits of Sketching, Asking your character questions, How your Character must be Functional as well as Engaging, Thumbnails, and I slurp on a Hot Cock-late :) Hope you like this one.

An Art-Ickle in Issue 6 of the Character Design Quarterly Magazine, entitled 'Designing for Children's Books, with Julia Christians' was the topic for this weeks lil episode. Really enjoyed this one that focused a lot on having fun whilst designing your characters, because if you're having fun, the character will appear to be having fun, which will result in the viewer having fun too :) Some of the other topics include: Experimenting with your Designs, How Art is all about Playing and Having Fun, Curiosity, Using Accessories to Create Fun Silhouettes, Creating a family of Characters, The benefits of Sketching, Asking your character questions, How your Character must be Functional as well as Engaging, Thumbnails, and I slurp on a Hot Cock-late :) Hope you like this one.

An Art-Ickle in Issue 6 of the Character Design Quarterly Magazine, entitled 'Designing for Children's Books, with Julia Christians' was the topic for this weeks lil episode. Really enjoyed this one that focused a lot on having fun whilst designing your characters, because if you're having fun, the character will appear to be having fun, which will result in the viewer having fun too :) Some of the other topics include: Experimenting with your Designs, How Art is all about Playing and Having Fun, Curiosity, Using Accessories to Create Fun Silhouettes, Creating a family of Characters, The benefits of Sketching, Asking your character questions, How your Character must be Functional as well as Engaging, Thumbnails, and I slurp on a Hot Cock-late :) Hope you like this one.

Scoping Review

Scoping Review

Scoping Review

xvi, 301 pages : 28 cm

xvi, 301 pages : 28 cm

xvi, 301 pages : 28 cm

xvi, 301 pages : 28 cm

xvi, 301 pages : 28 cm

Includes bibliographical references (p. 246-255) and index

This study protocol describes a workshop-based approach aiming to explore caregivers' and professionals’ visions on communication and coordination of the needs of children with physical disabilities and to co-design shared digital communication to enhance this. The workshops will involve caregivers and professionals across health, social and educational systems as well as software developers. The workshops are designed to 1) identify challenges related to communication and coordination and 2) to co-design a solution for shared digital communication with the end users. By employing qualitative and participatory methods, we seek to generate actionable insights to inform the design of shared digital communication between caregivers and professionals across sectors. The findings will contribute to the body of literature describing the challenges related to communication and coordination of the needs of children with severe physical disabilities and be a significant addition to formative research by providing specific design recommendations for shared digital communication in this context.

The Behavioral Interventions to Advance Self-Sufficiency (BIAS) project is the first major opportunity to use a behavioral economics lens to look at programs that serve poor and vulnerable people in the United States. Sponsored by the Office of Planning, Research and Evaluation of the Administration for Children and Families (ACF) within the U.S. Department of Health and Human Services, the BIAS project aims to learn how tools from behavioral economics can improve the well-being of individuals and families served by programs that ACF supports. Many human services programs require clients to make active decisions and follow a series of steps in order to reap a benefit--from deciding to apply, to completing forms, to arranging for child care. Program designers often assume that individuals will carefully consider options, make decisions that maximize their well-being, and diligently follow through. Behavioral economics, which combines insights from psychology and economics, may help explain why these assumptions are not always borne out. By describing work in three sites, this report illustrates how the BIAS project draws on the principles of behavioral economics to design solutions for ACF programs. In partnership with program administrators, the BIAS team uses a method called "behavioral diagnosis and design" to delve into problems that program administrators have identified, diagnose potential bottlenecks that may inhibit program performance, and identify areas where a relatively easy and low-cost, behaviorally informed change might improve outcomes. Working with the Texas Office of the Attorney General's Child Support Division, the BIAS team explored ways to increase the number of incarcerated noncustodial parents who apply for a modification of their child support order, with the goal of preventing further accrual of child support arrears. The project team also engaged with the Illinois Department of Human Services and one of its job search contractors to identify behavioral interventions that could help increase the rate of engagement in job search assistance among clients who receive Temporary Assistance for Needy Families. Finally, work with the National Domestic Violence Hotline (NDVH) focused on reducing the number of callers who reach a hold message but hang up before talking to an NDVH staffer. Working with the Texas Office of the Attorney General's Child Support Division, the BIAS team explored ways to increase the number of incarcerated noncustodial parents who apply for a modification of their child support order, with the goal of preventing further accrual of child support arrears. The project team also engaged with the Illinois Department of Human Services and one of its job search contractors to identify behavioral interventions that could help increase the rate of engagement in job search assistance among clients who receive Temporary Assistance for Needy Families. Finally, work with the National Domestic Violence Hotline (NDVH) focused on reducing the number of callers who reach a hold message but hang up before talking to an NDVH staffer. Key Findings include the following: (1) The behavioral diagnosis and design process provides a means of identifying and addressing key reasons that programs may not be performing to expectation. The process can uncover behavioral bottlenecks that are amenable to behavioral solutions. It may also identify structural issues, such as a need to hire more staff, which are often outside the scope of the BIAS project. (2) The diagnosis process encourages program designers to step back and examine multiple possible explanations for underperformance before embracing a particular theory or solution. This may improve the likelihood of success of any behavioral intervention. As the project moves forward, the BIAS team will continue to work with public officials to design and apply behavioral interventions in ACF program areas to generate new ways of tackling problems. Promising interventions will be tested using rigorous research designs, employing experimental methods to reliably determine the impact of an intervention. Future publications will report the impacts of these interventions. "Glossary of Select Behavioral Economics Terms" is appended.

Children's Comprehensive Care Clinic was funded by the Community Health Peer Learning Program (CHP) to provide a patient-controlled common technology platform that improves care coordination for families of children with medical and behavioral complexity in Austin, TX. The platform brings together individuals and entities involved of the care of the child, with the family at the center, to develop an integrated health care data ecosystem. Podcast host Peter Eckart joined Rahel Berhane, MD, Medical Director at Children's Comprehensive Care Clinic and Susan Millea, PhD, Community Systems Analyst at Children's Optimal Health, during a site visit for their new CIC-START project, which is designing a \"shared care plan\" that imports goal statements and care instructions from different members of the interdisciplinary care team into the existing patient-controlled application.Resources for this podcast are available at: www.allindata.org/podcast* Hosted by: Peter Eckart, co-founder of All In: Data for Community Health* Podcast Guests: Dr. Rahel Berhane of Children's Comprehensive Care Clinic and Dr. Susan Millae of Children's Optimal Health

Due to a progressive deterioration of our planet and its resources, environmental education has become important and children are required to understand environmental issues at an early ages. So, they can cultivate the positive changes in the future. Over the past decade, many new evaluation methods have developed for evaluating user experience with children, but the results of these studies have tended to be reported in the isolation of other techniques. This paper use different methods include focus group, Fun toolkit, and game checklist for designing board game about recycling. First we sketch our primary ideas and then we design our first board game prototype and evaluate it by focus group in order to gather children opinion and then redesign it for further evaluation, after that we select two computer game about recycling, in this part 20 children participate in evaluating two games by fun toolkit. The experiences of each were captured by using 4 evaluation instrument in fun toolkit including: smileyometer, the fun sorter, the again-again, This or That method, The results showed that the Fun Toolkit and This or That method showed similar results and were able to establish a preference for one game over the other. However, there were some inconsistencies between the results of individual tools in the Fun toolkit and some of the constructs being measured in the This or That method. Further research will try to identify any ordering effects of each method and redundancies of the questions. Result of this part were used in promoting our game according to the result of fun toolkit. Game checklist was also used in order to redesign the different parts of the game, consequently, we design a board game of these young children's responses. Which can be used in both home and school area.

Due to a progressive deterioration of our planet and its resources, environmental education has become important and children are required to understand environmental issues at an early ages. So, they can cultivate the positive changes in the future. Over the past decade, many new evaluation methods have developed for evaluating user experience with children, but the results of these studies have tended to be reported in the isolation of other techniques. This paper use different methods include focus group, Fun toolkit, and game checklist for designing board game about recycling. First we sketch our primary ideas and then we design our first board game prototype and evaluate it by focus group in order to gather children opinion and then redesign it for further evaluation, after that we select two computer game about recycling, in this part 20 children participate in evaluating two games by fun toolkit. The experiences of each were captured by using 4 evaluation instrument in fun toolkit including: smileyometer, the fun sorter, the again-again, This or That method, The results showed that the Fun Toolkit and This or That method showed similar results and were able to establish a preference for one game over the other. However, there were some inconsistencies between the results of individual tools in the Fun toolkit and some of the constructs being measured in the This or That method. Further research will try to identify any ordering effects of each method and redundancies of the questions. Result of this part were used in promoting our game according to the result of fun toolkit. Game checklist was also used in order to redesign the different parts of the game, consequently, we design a board game of these young children's responses. Which can be used in both home and school area.

The international conference with the focus on ‘Designing for Children’ was being held at Mumbai, India, in Feb 2010 and was being hosted by the Industrial Design Centre ( IDC ), at the Indian Institute of Technology Bombay ( IITB ), Mumbai. This international event was aimed at deliberations and discussions concerning design issues related to children. The event was expected to throw light on the role of designing for children as related to the design of objects, media, and the environment with a focus on ‘play and learn’. The events were centered around the interests of students, educationists, practicing designers, and children related interest groups. The event had been designed to be lively, interactive, and thought-provoking and provided an excellent opportunity to interact with thought leaders and listen to visions by researchers. The Major Events: • Design Education Meet • International Design Conference • Exhibition of Projects on ‘Design for Children’ Here, you can find the selected final juried papers for the conference ‘Designing for Children  2010’ with the focus on  ‘play and learn’ .

An overview of the research and design process that led to the creation of the Bank Street word processing program for children is reported. The decision to create a word processor for the classroom was based on the findings that commercially available programs took too long to learn, required the memorization of too many commands or rules, had difficult-to-read screen displays, and made editing so clumsy that the whole point of using the word processor to revise text was lost. The design team established a set of design principles: no control commands would be used; there would be comprehensive screen prompts; the display would allow upper and lower case letters; and no hardware modifications or additions would be needed in order for the program to run on a typical school computer system. Functions that the program would and would not need to carry out were identified. The design of the program serves as a starting point for a general discussion of desirable features and design characteristics for good educational software. Specific points covered include how to design educational tools and the features these tools and their manuals should have. (Author/THC)

An overview of the research and design process that led to the creation of the Bank Street word processing program for children is reported. The decision to create a word processor for the classroom was based on the findings that commercially available programs took too long to learn, required the memorization of too many commands or rules, had difficult-to-read screen displays, and made editing so clumsy that the whole point of using the word processor to revise text was lost. The design team established a set of design principles: no control commands would be used; there would be comprehensive screen prompts; the display would allow upper and lower case letters; and no hardware modifications or additions would be needed in order for the program to run on a typical school computer system. Functions that the program would and would not need to carry out were identified. The design of the program serves as a starting point for a general discussion of desirable features and design characteristics for good educational software. Specific points covered include how to design educational tools and the features these tools and their manuals should have. (Author/THC)

In 1964 World Book wanted to be able to say that more than 1,000 maps being made for the encyclopedia were designed to be appropriate and useful for children between the ages of nine and fourteen. However, there was virtually no research on which such a program could be based. This paper briefly reviews research projects in this area started in 1964 by Field Enterprises Educational Corporation and continued through 1967. In summary, this work has provided two major things: 1) it has shown the inadequacy of existing research relating to children and their characteristics as map users, and of the theoretical framework in which the research has been done; and, 2) it has provided an approach to map design that consists essentially of matching an intellectual array of map use tasks to a visual array of graphic elements. (SBE)

Play has been recognised as one of the most significant activities in childhood, playing a critical role in the development of children. While play manifests in different forms as the child grows, its definition remains elusive, often being seen as a uni-dimensional concept in the past. A contemporary definition of play does not simply look at the absence or presence of play but rather looks at a continuum or gradability using the handle of ‘playfulness’, such that an activity could be more or less playful depending on a set of dispositional characteristics which are present like intrinsic motivation, non-literality, means v/s ends, active engagement, positive affect, etc. Moreover, recent definitions have conceptualized playfulness as a dynamic entity which is dependent on the context . Thus, understanding playfulness as context-dependent and multi-dimensional, allows for the possibility of design interventions to increase the playfulness in an activity/artefact. Having been extensively studied from a long time, there are a plethora of play theories and classifications. Some of these selected theories and classifications are briefly discussed below, which are interesting from the point of view of using them in design applications.

Play has been recognised as one of the most significant activities in childhood, playing a critical role in the development of children. While play manifests in different forms as the child grows, its definition remains elusive, often being seen as a uni-dimensional concept in the past. A contemporary definition of play does not simply look at the absence or presence of play but rather looks at a continuum or gradability using the handle of ‘playfulness’, such that an activity could be more or less playful depending on a set of dispositional characteristics which are present like intrinsic motivation, non-literality, means v/s ends, active engagement, positive affect, etc. Moreover, recent definitions have conceptualized playfulness as a dynamic entity which is dependent on the context . Thus, understanding playfulness as context-dependent and multi-dimensional, allows for the possibility of design interventions to increase the playfulness in an activity/artefact. Having been extensively studied from a long time, there are a plethora of play theories and classifications. Some of these selected theories and classifications are briefly discussed below, which are interesting from the point of view of using them in design applications.

Play has been recognised as one of the most significant activities in childhood, playing a critical role in the development of children. While play manifests in different forms as the child grows, its definition remains elusive, often being seen as a uni-dimensional concept in the past. A contemporary definition of play does not simply look at the absence or presence of play but rather looks at a continuum or gradability using the handle of ‘playfulness’, such that an activity could be more or less playful depending on a set of dispositional characteristics which are present like intrinsic motivation, non-literality, means v/s ends, active engagement, positive affect, etc. Moreover, recent definitions have conceptualized playfulness as a dynamic entity which is dependent on the context . Thus, understanding playfulness as context-dependent and multi-dimensional, allows for the possibility of design interventions to increase the playfulness in an activity/artefact. Having been extensively studied from a long time, there are a plethora of play theories and classifications. Some of these selected theories and classifications are briefly discussed below, which are interesting from the point of view of using them in design applications.

As more information resources become accessible using computers, the digital interfaces to those resources need to be appropriate for all people. However, when it comes to digital libraries, the interfaces have typically been designed for older children or adults. The researchers have begun to develop a digital library interface that is developmentally appropriate for young children (ages five to ten years old). The prototype system, now called "SearchKids," offers a graphical interface for querying, browsing and reviewing search results. This paper describes the motivation for the research, the design partnership established between children and adults, the design process, the technology outcomes of the authors' current work, and the lessons learned. (Contains 20 references.) (Author/AEF)

As more information resources become accessible using computers, the digital interfaces to those resources need to be appropriate for all people. However, when it comes to digital libraries, the interfaces have typically been designed for older children or adults. The researchers have begun to develop a digital library interface that is developmentally appropriate for young children (ages five to ten years old). The prototype system, now called "SearchKids," offers a graphical interface for querying, browsing and reviewing search results. This paper describes the motivation for the research, the design partnership established between children and adults, the design process, the technology outcomes of the authors' current work, and the lessons learned. (Contains 20 references.) (Author/AEF)

This research protocol outlines a study aimed at developing a blueprint for novel digital pathways for early identification and prevention of mental health problems among children and adolescents in England, with an initial focus on Cambridgeshire and Peterborough. The study is part of a larger project, Timely, providing the groundwork in the project’s first year for further activities and coinciding with simultaneous work in data curation, ethics, and patient and public involvement. The study has three stages. The first stage will involve semi-structured interviews with 25-30 stakeholders, including mental health and social care professionals, data and technology experts, educators, and policymakers. In the second stage, we will conduct 5-6 focus groups with stakeholders from the same professional categories to refine and synthesise collective perspectives. Finally, in the third stage, we will facilitate 1-2 workshops to bring various stakeholders together to develop integrated digital pathways, incorporating feedback and collaborative input. The study aims to enhance existing pathways by providing a blueprint for integrating innovative digital solutions, ultimately improving early identification and prevention of mental health problems among children and adolescents, and consequently their mental, physical, educational and social outcomes. A detailed study protocol has been uploaded on the corresponding OSF project page.

This research protocol outlines a study aimed at developing a blueprint for novel digital pathways for early identification and prevention of mental health problems among children and adolescents in England, with an initial focus on Cambridgeshire and Peterborough. The study is part of a larger project, Timely, providing the groundwork in the project’s first year for further activities and coinciding with simultaneous work in data curation, ethics, and patient and public involvement. The study has three stages. The first stage will involve semi-structured interviews with 25-30 stakeholders, including mental health and social care professionals, data and technology experts, educators, and policymakers. In the second stage, we will conduct 5-6 focus groups with stakeholders from the same professional categories to refine and synthesise collective perspectives. Finally, in the third stage, we will facilitate 1-2 workshops to bring various stakeholders together to develop integrated digital pathways, incorporating feedback and collaborative input. The study aims to enhance existing pathways by providing a blueprint for integrating innovative digital solutions, ultimately improving early identification and prevention of mental health problems among children and adolescents, and consequently their mental, physical, educational and social outcomes. A detailed study protocol has been uploaded on the corresponding OSF project page.

This research protocol outlines a study aimed at developing a blueprint for novel digital pathways for early identification and prevention of mental health problems among children and adolescents in England, with an initial focus on Cambridgeshire and Peterborough. The study is part of a larger project, Timely, providing the groundwork in the project’s first year for further activities and coinciding with simultaneous work in data curation, ethics, and patient and public involvement. The study has three stages. The first stage will involve semi-structured interviews with 25-30 stakeholders, including mental health and social care professionals, data and technology experts, educators, and policymakers. In the second stage, we will conduct 5-6 focus groups with stakeholders from the same professional categories to refine and synthesise collective perspectives. Finally, in the third stage, we will facilitate 1-2 workshops to bring various stakeholders together to develop integrated digital pathways, incorporating feedback and collaborative input. The study aims to enhance existing pathways by providing a blueprint for integrating innovative digital solutions, ultimately improving early identification and prevention of mental health problems among children and adolescents, and consequently their mental, physical, educational and social outcomes. A detailed study protocol has been uploaded on the corresponding OSF project page.