F Scott
Biographic Data
| ID | 57599 |
|---|---|
| NAME | F Scott |
| GIVEN NAMES | F |
| FAMILY NAME | Scott |
| SIGNATURE | SCOTT F |
| AFFILIATIONS | University of Sheffield |
| ORCID | 0000-0002-8689-2905 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Reimagining the “Well” (Digitally) Literate Body: Lessons From Children's Diverse (Digital)‐Literacies‐in‐the‐Body With Videogames at Home
This article draws on the notion of literacies‐in‐the‐body to reexamine findings from a study on children's (7–12) digital play and well‐being, reimagining what is meant by a “well” (digitally) literate body in childhood. Recent literacy scholarship highlights that children feel, perform, and produce literate knowledge across settings—yet in formal education, their bodies are often monitored and corrected according to narrow cultural norms of the…
The Digital Childhood Industry
Many children lead lives that are heavily influenced by the digital world, whether that’s through digital products, services, and practices made for them, or made about them. For children and their families, their digital childhood is mediated across many dimensions, including play, learning, communication and the everyday routines of family life. In this panel, we examine some of the ways digital childhood is mediated through Industry. In partic…
How Do the Diverse Drivers of Children’s (6-12) Digital Play Mediate the Relationship Between Digital Games and Children’s Subjective Wellbeing
Though discursive shifts signal increasing enthusiasm for children's digital play when instrumental educational outcomes are evident, limited attention has been paid to its possible wellbeing benefits or the reasons that children engage with it. The time that children invest in digital game play presents an opportunity for the global digital games industry to contribute positively to children’s well-being. Empirical research must first examine th…
I just go headbutt a tree or something’: Children’s contextualised digital play drivers and subjective well-being in the United Kingdom, South Africa, Australia and Cyprus
The relationship between children’s digital play and well-being remains under-researched, with debates often polarised and limited by a lack of holistic studies in diverse global contexts. This article draws on empirical data from an ecoculturally informed study of children’s (6–12) digital play in the United Kingdom, South Africa, Australia and Cyprus to examine how individual and contextual circumstances influence children’s self-led digital pl…
Researching digital inequalities in children’s play with technology in South Africa
This paper reports on the South African findings from an international mixed methods study between the LEGO Foundation, Dubit and the Universities of Sheffield (England) and Cape Town (South Africa) on young children’s learning with digital technology. The findings of the study, the first of its kind in South Africa, show the consistency of qualities and experience of play, but also reveal socio-economic, linguistic, ethnic, gender and racial ine…
Lockdown literacies
An ecological perspective on children's play with digital technologies in South Africa and the United Kingdom
This paper reports a mixed-methods study of the play of children (3-11) with digital technologies in South Africa (SA) and the United Kingdom (UK), discussing the interrelatedness of access to devices and the Internet, contextual realities, and adult-child relations. An adapted ecological model [Bronfenbrenner (1979) The ecology of human development: Experiments by nature and design. Harvard University Press] guided analysis. Parents and carers i…
Addressing the 'Whys' of UK Children's YouTube Use: A Purposes Approach
Despite the widespread use of YouTube by children, there has been limited research undertaken on the 'why' questions of their use. Past theoretical approaches have framed these questions in terms of broader individual needs and their relation to media use, though this work has mainly focused on adults and adolescents. This article presents relevant findings from a mixed methods study of children's (aged 0-16) uses of social media in the United Ki…
Family mediation of preschool children’s digital media practices at home
Although much parental mediation literature discusses restrictive mediation, less nuanced consideration has been given to the diverse nature of positive or instructional active mediation. The present study suggests family mediation of preschool children’s digital media practices at home includes a more diverse range of positive or instructional strategies than previously acknowledged. Two novel mediation practices are identified. ‘Extending’ refe…
Under threes’ play with tablets
This paper outlines the findings from a study that examined the tablet and app use of children aged from birth to three. The aim of the study was to examine how far use of tablets and apps promoted play and creativity. A total of 954 UK parents of children aged from birth to three who had access to a tablet in the home completed an online survey that explored the children’s use of apps. Ethnographic case studies of four children aged from birth t…
An ecological perspective on children's play with digital technologies in South Africa and the United Kingdom
This paper reports a mixed-methods study of the play of children (3-11) with digital technologies in South Africa (SA) and the United Kingdom (UK), discussing the interrelatedness of access to devices and the Internet, contextual realities, and adult-child relations. An adapted ecological model [Bronfenbrenner (1979) The ecology of human development: Experiments by nature and design. Harvard University Press] guided analysis. Parents and carers i…
Under threes’ play with tablets
This paper outlines the findings from a study that examined the tablet and app use of children aged from birth to three. The aim of the study was to examine how far use of tablets and apps promoted play and creativity. A total of 954 UK parents of children aged from birth to three who had access to a tablet in the home completed an online survey that explored the children’s use of apps. Ethnographic case studies of four children aged from birth t…
Under threes’ play with tablets
This paper outlines the findings from a study that examined the tablet and app use of children aged from birth to three. The aim of the study was to examine how far use of tablets and apps promoted play and creativity. A total of 954 UK parents of children aged from birth to three who had access to a tablet in the home completed an online survey that explored the children’s use of apps. Ethnographic case studies of four children aged from birth t…
Family mediation of preschool children’s digital media practices at home
Although much parental mediation literature discusses restrictive mediation, less nuanced consideration has been given to the diverse nature of positive or instructional active mediation. The present study suggests family mediation of preschool children’s digital media practices at home includes a more diverse range of positive or instructional strategies than previously acknowledged. Two novel mediation practices are identified. ‘Extending’ refe…
Researching digital inequalities in children’s play with technology in South Africa
This paper reports on the South African findings from an international mixed methods study between the LEGO Foundation, Dubit and the Universities of Sheffield (England) and Cape Town (South Africa) on young children’s learning with digital technology. The findings of the study, the first of its kind in South Africa, show the consistency of qualities and experience of play, but also reveal socio-economic, linguistic, ethnic, gender and racial ine…
Lockdown literacies
An ecological perspective on children's play with digital technologies in South Africa and the United Kingdom
This paper reports a mixed-methods study of the play of children (3-11) with digital technologies in South Africa (SA) and the United Kingdom (UK), discussing the interrelatedness of access to devices and the Internet, contextual realities, and adult-child relations. An adapted ecological model [Bronfenbrenner (1979) The ecology of human development: Experiments by nature and design. Harvard University Press] guided analysis. Parents and carers i…
Addressing the 'Whys' of UK Children's YouTube Use: A Purposes Approach
Despite the widespread use of YouTube by children, there has been limited research undertaken on the 'why' questions of their use. Past theoretical approaches have framed these questions in terms of broader individual needs and their relation to media use, though this work has mainly focused on adults and adolescents. This article presents relevant findings from a mixed methods study of children's (aged 0-16) uses of social media in the United Ki…
The Digital Childhood Industry
Many children lead lives that are heavily influenced by the digital world, whether that’s through digital products, services, and practices made for them, or made about them. For children and their families, their digital childhood is mediated across many dimensions, including play, learning, communication and the everyday routines of family life. In this panel, we examine some of the ways digital childhood is mediated through Industry. In partic…
How Do the Diverse Drivers of Children’s (6-12) Digital Play Mediate the Relationship Between Digital Games and Children’s Subjective Wellbeing
Though discursive shifts signal increasing enthusiasm for children's digital play when instrumental educational outcomes are evident, limited attention has been paid to its possible wellbeing benefits or the reasons that children engage with it. The time that children invest in digital game play presents an opportunity for the global digital games industry to contribute positively to children’s well-being. Empirical research must first examine th…
I just go headbutt a tree or something’: Children’s contextualised digital play drivers and subjective well-being in the United Kingdom, South Africa, Australia and Cyprus
The relationship between children’s digital play and well-being remains under-researched, with debates often polarised and limited by a lack of holistic studies in diverse global contexts. This article draws on empirical data from an ecoculturally informed study of children’s (6–12) digital play in the United Kingdom, South Africa, Australia and Cyprus to examine how individual and contextual circumstances influence children’s self-led digital pl…
Reimagining the “Well” (Digitally) Literate Body: Lessons From Children's Diverse (Digital)‐Literacies‐in‐the‐Body With Videogames at Home
This article draws on the notion of literacies‐in‐the‐body to reexamine findings from a study on children's (7–12) digital play and well‐being, reimagining what is meant by a “well” (digitally) literate body in childhood. Recent literacy scholarship highlights that children feel, perform, and produce literate knowledge across settings—yet in formal education, their bodies are often monitored and corrected according to narrow cultural norms of the…
Child Development and Digital Technology (8 works) · Psychology (6 works) · Sociology (6 works) · Impact of Technology on Adolescents (5 works) · Literacy, Media, and Education (5 works) · Social Psychology (5 works) · Computer Science (4 works) · Developmental psychology (4 works) · ICT in Developing Communities (3 works) · Political science (3 works)