Erik Eriksen is a remarkable individual. He has no college degrees yet is Professor of Human Development at Harvard University. He came to psychology via art, which explains why the reader will find him painting contexts and backgrounds rather than stating dull facts and concepts. He has been a training psychoanalyst for many years as well as a perceptive observer of cultural and social settings and their effect on growing up. This is not just a book on childhood. It is a panorama of our society. Anxiety in young children, apathy in American Indians, confusion in veterans of war, and arrogance in young Nazis are scrutinized under the psychoanalytic magnifying glass. The material is well written and devoid of technical jargon. The theme of the volume is that it is human to have a long childhood which will leave a lifelong residue of emotional immaturity in man. Primitive groups and

Childhood and Society.

This paper suggests a framework for understanding the roles that children can play in the technology design process, particularly in regards to designing technologies that support learning. Each role, user, tester, informant and design partner has been defined based upon a review of the literature and the author's own laboratory research experiences. This discussion does not suggest that any one role is appropriate for all research or development needs. Instead, by understanding this framework the reader may be able to make more informed decisions about the design processes they choose to use with children in creating new technologies. This paper will present for each role a historical overview, research and development methods, as well as the strengths, challenges and unique contributions associated with children in the design process.

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The role of children in the design of new technology

Since the early 1960's, researchers have built a number of programming languages and environments with the intention of making programming accessible to a larger number of people. This article presents a taxonomy of languages and environments designed to make programming more accessible to novice programmers of all ages. The systems are organized by their primary goal, either to teach programming or to use programming to empower their users, and then, by each system's authors' approach, to making learning to program easier for novice programmers. The article explains all categories in the taxonomy, provides a brief description of the systems in each category, and suggests some avenues for future work in novice programming environments and languages.

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Lowering the barriers to programming: A taxonomy of programming environments and languages for novice programmers

Many techniques have been developed over the years to automatically find bugs in software. Often, these techniques rely on formal methods and sophisticated program analysis. While these techniques are valuable, they can be difficult to apply, and they aren't always effective in finding real bugs.Bug patterns are code idioms that are often errors. We have implemented automatic detectors for a variety of bug patterns found in Java programs. In this extended abstract1, we describe how we have used bug pattern detectors to find serious bugs in several widely used Java applications and libraries. We have found that the effort required to implement a bug pattern detector tends to be low, and that even extremely simple detectors find bugs in real applications.From our experience applying bug pattern detectors to real programs, we have drawn several interesting conclusions. First, we have found that even well tested code written by experts contains a surprising number of obvious bugs. Second, Java (and similar languages) have many language features and APIs which are prone to misuse. Finally, that simple automatic techniques can be effective at countering the impact of both ordinary mistakes and misunderstood language features.

Finding bugs is easy

The interviews in the first five episodes were filmed at George Lucas's Skywalker Ranch in California, with the sixth interview conducted at the American Museum of Natural History in New York, during the final two summers of Campbell’s life. (The series was broadcast on television a year after his death.) In these discussions Campbell presents his ideas about comparative mythology and the ongoing role ofmyth in human society. These talks include excerpts from Campbell’s seminal work The Hero with a Thousand Faces.

The power of myth

This paper sets forth a new technique for working with young children as design partners. Mixing ideas is presented as an additional Cooperative Inquiry design technique used to foster effective collaboration with young children (ages 4-6). The method emerged from our work with children on the Classroom of the Future project at the University of Maryland. A case study of this work is presented along with the implications of this method for future research.

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Mixing ideas: a new technique for working with young children as design partners

Physical interactive environments can come in many forms: museum installations, amusement parks, experimental theaters, and more. Programming these environments has historically been done by adults, and children, as the visiting participants, have been offered few pre-created choices to explore. Given these creative limitations, the goal of our research has been to develop programming tools for physical interactive environments that are appropriate for use by young children (ages 4-6). We have explored numerous design approaches over the past two years. Recently we began focusing on a "physical programming" approach and developed a wizard-of-oz prototype for young children. This paper presents the motivation for this research, the evolution of our programming approach, and our recent explorations with children

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Physical programming: designing tools for children to create physical interactive environments

A case study illustrates how even young children can contribute to the technology design process.

Working with young children as technology design partners

Over the past few years, researchers have been exploringpossibilities for ways in which embedded technologies can enrichchildrens storytelling experiences. In this article we present ourresearch on physical interactive storytelling environments from achilds perspective. We present the system architecture as well as aformative study of the technologys use with 18 children, ages 5-6.We discuss the challenges and opportunities for kindergartenchildren to become creators of their own physical storytellinginteractions.

Tools for children to create physical interactive storyrooms

https://www.cs.umd.edu/~bederson/images/pubs_pdfs/CS-TR-4327.pdf

Allison Farber

Papers

Mixing ideas: a new technique for working with young children as design partners

Physical programming: designing tools for children to create physical interactive environments

Working with young children as technology design partners

Tools for children to create physical interactive storyrooms

The International Children's Digital Library: viewing digital books online