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008			210906s2021 sz | s |||| 0|eng d
020			_a9783030750473
024	7		_a10.1007/978-3-030-75047-3 _2doi
040			_aES-MaUEC _bspa _cES-MaUEC _dES-MaUEC
050		4	_aLB1028.3 _b2021 EB
100	1		_aYuill, Nicola _eautor _4aut _4http://id.loc.gov/vocabulary/relators/aut _9680434
245	1	0	_aTechnology to Support Children's Collaborative Interactions : _bClose Encounters of the Shared Kind _cby Nicola Yuill
250			_aFirst edition 2021
264		1	_aCham _bSpringer International Publishing _c2021
300			_a1 recurso en línea (XVIII, 137 páginas) _b17 ilustraciones, 13 ilustraciones a color
336			_2rdacontent _aTexto _btxt
337			_2rdamedia _aelectrónico _bc
338			_2rdacarrier _arecurso electrónico _bcr
347			_aarchivo de texto _bPDF
490	0		_aBehavioral Science and Psychology (SpringerNature-41168)
490	0		_aBehavioral Science and Psychology (SpringerNature-43718)
505	0		_aChapter 1. The collaboration framework -- Chapter 2. Engagement and Joint Attention -- Chapter 3. Contingency and Control -- Chapter 4. Shared Understanding -- Chapter 5. Education: Technology orchestration in the classroom -- Chapter 6. Autism and technology for collaboration.
520	3		_a"Nicola Yuill writes with clarity and expertise, pulling together knowledge from psychology, Human-Computer Interaction and practical work with children. This book is essential reading for anyone seeking to understand digital technology as a tool for children's interaction." - Dr Rosalind Merrick, Speech and Language Therapist. This book explores how technology can foster interaction between children and their peers, teachers and other adults. It covers in particular how technology can support children collaborate, so helping them to learn and engage positively with the world, in both work and play. It focuses on children, rather than young people, though the principles of supporting interaction mostly apply throughout all life stages. Chapters on classrooms and on autism explain principles behind using technology in ways that support, rather than obstruct, social interaction in diverse populations. Collaborative interaction involves both verbal and non-verbal behaviour and this book presents evidence from closely analysing children's behaviour in natural settings. Examples from cutting-edge technology illustrate principles applying to more widely-available technology. The book will be of interest to psychologists, educators, those involved in Human-Computer Interaction (HCI), particularly those designing with children in mind, and many different practitioners working with children, who want to deepen their understanding of using technology for collaboration. Nicola Yuill is Professor of Developmental Psychology and director of the Children & Technology Lab (ChatLab) in the School of Psychology, University of Sussex, UK. She is co-director of the Autism Community Research Network Sussex (ACoRNS) and has published research into the topics of children's collaboration through technology, children's social cognition, autism and technology, social behaviour and children's text comprehension.
988			_aSpringer_Psychology_2021
650		7	_2embne _9680435 _aEducación Primaria _xEnseñanza asistida por ordenador
650		7	_2embne _aDidáctica _9405102
650		7	_2embne _9140923 _aTecnología educativa
776	0	8	_iPrinted edition: _z9783030750466
776	0	8	_iPrinted edition: _z9783030750480
776	0	8	_iPrinted edition: _z9783030750497
856	4	0	_uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-3-030-75047-3 _zAcceso a este recurso digital (usuarios Universidad Europea de Madrid)
942			_2lcc _cLE
998			_b01/2022 _dz _esc _zSI