Making projects, making friends: online community as catalyst for interactive media creation

To become full and active participants in today's technologically saturated society, young people need to become creators (and not just consumers) of interactive media. Developing the requisite abilities and capacities is not a wholly individual process; it is important for young people to have access to communities where they can collaborate and share ideas. This article uses the Scratch online community for exploring how different forms of participation and collaboration can support and shape the ways in which young people develop as creators of interactive media. We describe participation in this community in terms of a spectrum ranging from socializing to creating and present examples of three forms of collaboration within the community. We argue that the most exciting interactive media creation and valuable learning experiences are taking place in the middle space, where participants draw on the best of socializing and creating practices.     

Critical commentary on 'Social work as art revisited'

While agreeing with the importance of art as a stimulus for the imagination in social work practice, Healy takes issue with the broader aspirations of the article. Healy questions whether art can or should be used to foster "a collective moment of political truth" for social work, as such an inspiration is likely to gloss over the important differences in context and purpose that profoundly shape the nature of social work in the wide variety of contexts where it is practised. Healy argues for the recognition of art as a possible contributor to knowledge and practice but contends that an ongoing and productive engagement with other forms of knowing is equally if not more critical to the development of social work knowledge and identities.     

Preschool predictors of loneliness in school-age children

Chronic loneliness is a risk factor associated with adverse psychological, physical, and academic outcomes. Converging evidence suggests that young children experience and can reliably report on their own loneliness: thus, a clearer understanding of the risk factors for child loneliness is needed. The aims of this study were two-fold: (a) to examine if temperament (i.e., negative affect, effortful control, inhibitory control), and attachment security assessed at the age of four predict loneliness at the age of six and (b) to determine if social competence at the age of five mediates the relation between temperament and attachment security at the age of four and loneliness at the age of six. Participants included a diverse sample of 796 4-year-old children, about half of whom were male. Results of hierarchical regression analyses indicated that lower levels of effortful control and inhibitory control at the age of four significantly predicted greater loneliness at the age of six. Also, while lower levels of negative affect (NA) and higher levels of effortful control and attachment security at the age of four significantly predicted higher levels of social competence at the age of five, social competence at the age of five did not predict loneliness at the age of six. There was no evidence that social competence at the age of five mediated the relation between the age of four temperament, attachment security, and the age of six loneliness. These findings reveal that early self-regulation is associated with later child-reported loneliness and that intervention for children who struggle with behavioral regulation may be effective in decreasing risk for later loneliness.     

Children's Engagement as Urban Researchers and Consultants in Aotearoa/New Zealand: Can it Increase Children's Effective Participation in Urban Planning?

Children conducting research and engaging in ‘adult’ domains such as urban planning challenge perceptions of children as merely ‘adult becomings’ — perceptions which, along with lack of pathways for participation, have largely excluded children from effective participation in the public realm. This paper considers two urban participatory projects in Aotearoa/New Zealand: in the first, children (10–13 years) researched peer perceptions of Auckland city life; in the second, they were consulted by Auckland Council on the redevelopment of a city square. We reflect on processes and outcomes, and the extent to which facilitating such projects may increase children's meaningful participation in urban planning.     

Oh,Behave!

Behavior is essential for understanding infant learning and development. Although behavior is transient and ephemeral, we have the technology to make it tangible and enduring. Video uniquely captures and preserves the details of behavior and the surrounding context. By sharing videos for documentation and data reuse, we can exploit the tremendous opportunities provided by infancy research and overcome the important challenges in studying behavior. The Datavyu video coding software and Databrary digital video library provide tools and infrastructure for mining and sharing the richness of video. This article is based on my Presidential Address to the International Congress on Infant Studies in New Orleans, May 22, 2016 (Video 1 at https://www.databrary.org/volume/955/slot/39352/-?asset=190106 ). Given that the article describes the power of video for understanding behavior, I use video clips rather than static images to illustrate most of my points, and the videos are shared on the Databrary library.     

Follower or Challenger? How Chinese Non-governmental Organizations Manage Accountability Requirements from Funders

Non-governmental organizations (NGOs) sometimes disagree with their funders’ accountability requirements; however, their dependence on the funders’ resources makes it difficult to express their disagreement. This dilemma for NGOs may keep funders from substantively holding NGOs to account and cause mission drift for the NGOs. This paper analyzes an in-depth case study of an understudied scenario: how a newly founded NGO engages with multiple funders with varying competence in accountability practices. By analyzing a Chinese NGO’s accountability relationships with its funders, we found that the NGO’s responses varied according to its organizational interests and how it perceived the funders’ competence. Better trust meant better compliance. Therefore, to secure compliance, it is important to enhance NGOs’ trust in funders’ competence. Based on the findings, we suggest that funders be more aware of NGOs’ agency, be ready to engage in ongoing collaborative learning with NGOs and align NGOs’ interests with the accountability requirements.