Introductory description

What do Disney films, TikTok, and AI chatbots have in common? They are all part of the digital landscapes shaping how children play, learn, and make sense of the world. This interdisciplinary module explores children’s media and technology. Designing for children means blending imagination, empathy, and play - alongside a clear understanding of child development. From “happy endings” in fairytales to “infinite scrolling” on social media, students will critically examine how narrative, visual, and interactive design choices shape children’s learning, wellbeing, and identity. Through case studies, collaborative analysis, and hands-on design thinking, the module explores developmentally appropriate and ethically responsible media and technology for young audiences.

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

Week 1: Introduction to Child-Centred Design
Week 2 & 3: Fairytales & Animation
Week 4 & 5: Television and Film
Week 6 & 7: Social Media and AI
Week 8 & 9: Games & Assignment Guidance
Week 10: Poster Presentations

Learning outcomes

By the end of the module, students should be able to:

• Demonstrate knowledge and critical understanding of how media and technology shape children’s learning and wellbeing, drawing on relevant research on child development and media studies.
• Apply well-established child-centred design principles to the analysis of narrative, visual, and interactive elements in children’s media and technology.
• Apply ethical frameworks to problem-solving, formulating reasoned critiques of digital tools and platforms designed for children, with particular attention to issues of representation, accessibility, and child safety in diverse technological contexts.
• Communicate clearly and effectively in a range of formats (e.g., visual, reflective, critical), with appropriate academic support.
• Work with increasing independence and reflect on the limits of their knowledge when making judgements or proposing ideas in the context of children's media and technology.

Indicative reading list

Greenhill, P., & Rudy, J. T. (Eds.). (2014). Channeling Wonder: Fairy Tales on Television. Wayne State University Press.
Castella, K. (2018). Designing for kids: creating for playing, learning, and growing. Routledge.
Haidt, J. (2024). The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness. Penguin.
Burke, A., & Marsh, J. (2013). Children's Virtual Play Worlds: Culture, Learning, and Participation. New Literacies and Digital Epistemologies. Peter Lang: New York.
Gee, J. P. (2007). What Video Games Have to Teach Us About Learning and Literacy.
Resnick, M. (2017). Lifelong Kindergarten: Cultivating Creativity through Projects, Passion, Peers, and Play. MIT Press.

Interdisciplinary

The module draws on developmental psychology, education and digital fields such as human-computer interaction and media studies.

International

The module will draw on cross-cultural and global case studies.

Subject specific skills

Students should:
Demonstrate a critical understanding of the underlying values, theories and concepts relevant to education and child development in relation to digital media and technology
Demonstrate an understanding of how to plan for, and where appropriate implement, meeting and promoting children's health, well-being, protection and safety and the conditions around digital media and technology that enable them to flourish
Recognise and challenge inequalities in society, and embrace an anti-bias approach in children’s digital media and technology, including design for accessibility, safety and inclusion
Give voice to and where appropriate act as an advocate for babies, young children, families and communities.

Transferable skills

Analysis and decision making
Cognitive flexibility
Common sense
Communication skills
Complex problem solving
Creativity
Critical thinking
Judgement and decision making
Literacy
Problem solving
Reasoning
Using IT effectively