Introductory description

What do Disney films, TikTok, and AI chatbots have in common? They are all part of the digital landscape 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 a systematic and detailed knowledge and critical understanding of how media and technology influence children’s learning, wellbeing, and development, engaging with research at the forefront of child-centred design and media studies.
• Apply well-established child-centred design principles to critically evaluate narrative, visual, and interactive components in children’s media and technology, with sensitivity to developmental, and ethical dimensions.
• 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 - cultivating their ability for decision-making in complex and unpredictable contexts.
• Communicate persuasively and fluently to both specialist and non-specialist audiences, using appropriate scholarly sources and academic conventions.
• Exercise initiative in their analysis and project work, drawing on a range of evidence to support original arguments or design proposals, and reflecting 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