"Packed with practical, illustrated exercises using materials and technology readily available to teachers, Puppetry in Theatre and Arts Education shows you how the craft can enliven and enrich any classroom environment, and offers helpful links between puppetry, the curriculum and other aspects of
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education. Informed by developments in assessments and cognitive research, this book features approachable puppetry activities, educational strategies and lesson plans for teachers that expand any syllabus and unlock new methods of learning, including: aking puppets from basic materials and everyday objects; puppetizing children's literature; puppetizing science; film-making with puppets." (Publisher description)
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"A key element of the guidebook are the follow-up questions, which can guide us in the right direction when children feature in our stories. Some of the questions focus on written rules—for example, making sure we have complied with all the laws—but others target the “unwritten” rules, the t
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erritory of ethics and morality. Questions of the latter type are not always straightforward and may require us to try putting ourselves in the place of the child, imagining how they feel or how our actions might affect their feelings. As the popular phrase goes, we must “walk in their shoes." (Page 3)
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"This study evaluates the implementation of the Alliance to better protect minors online (‘the Alliance’). Officially launched in 2017, the Alliance is a multi-stakeholder platform through which companies make a series of commitments to address emerging risks that minors face online. The initiat
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ive focuses on protection from harmful content, conduct and contact, and seeks to identify possible areas within these three categories that would benefit from a coordinated approach from companies and other stakeholders to overcome them. In general, the evaluation finds that the Alliance is an original, relevant means to protect minors online. There is however unrealised potential to foresee, discuss and forge common solutions across different stakeholder types, including on new and emerging threats to the safety of minors online." (Executive summary, page 5)
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"This book addresses gaps in our understanding of processes that underpin the making and circulation of children's screen contents across the Arab region and Europe. Taking account of recent disruptive shifts in geopolitics that call for new thinking about how children's media policy and production
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should proceed after large-scale forced migration in both regions, the book asks to what extent children in Europe and the Arab World are engaging with the same content. Who is funding new content and who is making it, according to whose criteria? Whose voices are loudest when it comes to pressures for regulation of children's screen content, and what exactly do they want? The answers to these questions matter for anyone seeking insights into diverse cross-cultural collaborations and content innovations that are shaping new investment and production relationships." (Publisher description)
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"The aim of this document is mapping and assessing the existing support services for children who have suffered a form of violence in the digital environment, including the best national and international practices and models, in order to provide recommendations for future actions of institutions an
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d professionals in the Republic of Serbia. Mapping organisations and institutions that aim at providing support to children victims was done in order to make a comprehensive overview of protection for children victims of digital violence from victim identification, victim support and epowerment technique and the process of integration and reintegration into the society. The mapping focused on best practices in protection of victims of various forms of violence against children in digital environment." (Page 9)
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"The Digital kids Asia-Pacific (DKAP) Framework proposes a comprehensive and holistic set of competencies across five domains: Digital Literacy, Digital Safety and Resilience, Digital Participation and Agency, Digital Emotional Intelligence, and Digital Creativity and Innovation. The framework is al
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so anchored in a rights-based approach, in full recognition of the United Nations Convention on the Rights of the Child (1989). The framework was then used as the basis for the creation of a self-reporting survey to measure children’s digital citizenship competencies. The survey was administered to 5,129 students aged 15 in four Asia-Pacific countries – Bangladesh, Fiji, Republic of Korea and Viet Nam. Among the five domains, children were most confident in their Digital Safety and Resilience competencies, and least confident in their Digital Creativity and Innovation competencies across all four countries. Some domains showed homogeneous levels of competencies across the four countries, while others showed wider gaps between the countries." (Executive summary, page xiii-xiv)
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"En el presente artículo describiremos los fundamentos y el desarrollo del curso “Familia, cine y televisión” impartido por el Instituto de la Familia de la Universidad de La Sabana, Colombia, a más de 200 estudiantes cada semestre. Se trata de una experiencia formativa electiva que congrega
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a estudiantes de diversas carreras, quienes analizan noticias, programas y películas en donde la singularidad de la persona humana y la importancia y rol de la institución familiar son abordados desde las pantallas." (Página 402-411)
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"This publication presents the basics of researching, planning, monitoring and evaluating Communication for Development (C4D) interventions, and offers guidance on how such interventions can be used to address violence against children (VAC). It covers the stages of the C4D programme cycle, emphasiz
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ing the role of research and strategic planning in achieving results." (Overview, page 6)
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"The number of manuscripts (peer-reviewed articles and grey literature) related to the use of C4D approaches to address VAC has steadily increased each year since 2000. Of the 302 manuscripts that were coded, 44 per cent discuss an intervention implemented in a developing country, which speaks to th
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e geographic robustness of this review. A greater proportion of manuscripts discuss interventions in urban contexts as compared to rural contexts. Roughly half of the interventions reviewed do not explicitly reference a conceptual model to underpin the interventions. Those that do, typically cite individual or cognitive conceptual models and a majority (over 80 per cent) focus on the individual level of change. About 11 per cent use community approaches and slightly less than 10 per cent report using an ecological approach. While cognitive and individual-based behaviour change approaches are valid and useful in certain contexts, there is a growing realization that individuals are embedded within a larger social system. Effective interventions must keep in mind the interactions between levels in order to effectuate sustainable change. The social ecological model provides a framework to address the interactions between levels. Interventions that cut across the levels of the social ecological model should work towards addressing social, emotional, and behavioural skills (for example, self-efficacy) of individuals and groups, as well as norms, instead of only addressing individual knowledge and attitudes. Manuscripts reviewed did not necessarily explicitly state the use of C4D approaches. However, upon closer examination, it became apparent that the majority of responses to VAC were inherently communicative. Programmes addressing VAC often use C4D approaches to reduce harmful practices using a ‘harm reduction’ framework. Often in these cases, programme objectives focus on the negative, whereas C4D messages for the same intervention focus on positive changes. Overall programme objectives should be linked to communication objectives, which in turn yield C4D messages." (Executive summary, page 9)
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"Die Top 5: Mit diesen 5 Grundregeln sind Sie bei der Medienerziehung Ihres Kindes auf der sicheren Seite: Gemeinsam Regeln aufstellen - Vertrauen aufbauen - Interesse zeigen - Hilfe anbieten - Vorbild sein." (Seite 2)
"The report findings identify numerous potentially transformational and cost-effective technologies that could significantly improve our ability to access and assist vulnerable displaced populations – particularly children. The findings also provide a greater understanding of the programming chall
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enges, child safeguarding risks and ethical dilemmas provoked by these new and often fast-changing technologies. It outlines some of the important steps Save the Children has already made to respond to these developments, but makes clear that there is a lot more we need to do. And whilst the primary focus of the report is Save the Children itself, it is apparent that many of the findings – and the recommendations – apply widely across the aid sector." (Publisher description)
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"This study examines the potential of puppets in the educational context. The study offers a literature review on the benefits and possibilities of the puppet as a pedagogical tool. The literature was searched using primarily an international e-material search of UEF FINNA. Additional articles were
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retrieved from Google Scholar and from the reference lists of selected papers. Articles were chosen and included according to specific selection criteria. Fifteen papers met the criteria and are included in the review. The review reveals five potential uses for puppets in education. These potential uses include: (1) generating communication, (2) supporting a positive classroom climate, (3) enhancing creativity, (4) fostering co-operation in and integration into a group, and (5) changing attitudes." (Abstract)
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"This guide provides advice and information on digital parenting. It will help you speak to your child about safety online in a positive way and point you towards resources that will help you manage and reduce risks online for your child. Learning to safely navigate the internet and online platforms
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is like learning to cycle or swim: children need adult support and supervision to learn to do this safely." (About this guide)
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"Parents and other supporting adults can understandably become anxious about the need to be consistently up to date on the fast-changing preferences, behaviours and technologies that children adopt, adapt and create. Helping parents to recognise the existing skills, knowledge and capabilities they h
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ave in caring for their children and how those can be applied to digital contexts, despite rapid changes in the landscape and the types of products children are accessing, can alleviate some of this anxiety and help parents to provide their children with better all-round support. An evidence based, systems change approach should be adopted to help parents, teachers and carers create a community of support around children. This needs to be centred around the processes for equipping children with the digital resilience and critical understanding they need, rather than the specific details of individual platforms or technologies that will rapidly date and drop out of favour." (Conclusion, page 28)
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"This Checklist will assist organisations to consider potential safe." (Page 1)