play lively, study digitally
Related Subjects:
Agricultural Education , Arts and Communication , English / Language Arts , Global Studies , Language Learning , Life Work , Social Studies , Working With Others
Social Issue:
Target Grade Level(s):
Pre-school / Junior Kindergarden
Future Friendly School Values:

The internet and digital games are very popular with children and young people and offer a range of opportunities for fun, learning and development. There are a lot of risks in this digital world for the children. Some of them are isolation, be away from the real life, health problems, eating disorders, imagining disorder, leisure loss, far away from physical activities. There are also concerns over potentially inappropriate material, which range from content (e.g. violence, sexuality) through to contact and conduct of children in the digital world. In this study we need to discuss around of the same table in national and international area about the digital devices ‘causing’ harm to one which focuses on children , what they bring to technology and how we can use our understanding of how they develop to empower them to manage risks and make the digital world useful. There is a generational digital divide which means that parents do not necessarily feel equipped to help their children in this space. So, in this study , there is a reason to be educated parents and teachers in digital area. While children are confident with the technology, they are still developing critical evaluation skills and need our help to make wise decisions. In relation to the internet and digital games we need a shared culture of responsibility with families, industry, government and others in the public and third sectors all playing their part to reduce the availability of potentially harmful of digital games. We seek to achieve gains in this area by having a strategy for child useful internet which involves better self-regulation and better information and education for children and families. We need to improve on the systems already in place to help parents restrict children’s access to games which are not suitable for their age. In this project we would like study on how the computers can be used in useful way in education system and how can be done far away the children from digital games dependency by making a lot of activities, playing games together, communication between, sports , acts, learaning foreign language in a effective way. We would like to develop their digital competences too.

Computer games dictate theirs own fantasy world for children. Children always builds dreams in their brains. Children grow up their own dreamed world. The children must produce their own game and should live their own dream world. They should play all together with other children nearly at the same age. They should learn how to do communication, how to do cooperative eachother. Computer games are restricting their dreams. They are thinking the world very far away from the realty. It will be understandable ,in the side of children , with the transnational contacts and visits with the other nationalities people. Both children, teachers and parents will learn a lot of method of subjects (ITC, foreign language, cultural games, sociality, globalization, art , sport, gardening etc..). For that reason this project is transnationally.

  •    Cumhuriyet İlkokulu

This study aims to determine the awareness of children at primary school age and their parents and teachers towards digitally games. It quickly became apparent that there was a big difference between what concerned parents understand and what their technologically savvy children know. The rapid pace at which new media are evolving left adults and children stranded either side of a generational digital divide. But panic or no panic, the virtual world and the real world do contain risks, and children left to navigate a solo path through either, face many dangers. The trouble is that although as adults we instinctively know how to protect our children offline, we often assume that their greater technological expertise will ensure they can look after themselves online. But knowledge is not the same as wisdom. This review is about the needs of children. It is about preserving their right to take the risks that form an inherent part of their development by enabling them to play digital games and surf the net in a safe and informed way. In this project, by listening to children and putting them at the heart of this review – and by replacing emotion with evidence – we hope that we have provided some very necessary focus to what is a very necessary debate.

Contact Levent Yalvaç