This article explores the issue of introducing children between six and ten years of age ‎to robotics and investigates the use of robots in schools and in extracurricular activities. The central ‎questions are 1) whether and how the introduction of r...

Social media has significantly altered the ways children and youth connect with each other. While making new friends and expanding one's social circle is encouraged as something positive and desirable, the ‘stranger danger’ – connected with the practice of contacting new people online – continues to generate a great deal of anxiety among parents, teachers and policymakers alike. This chapter offers an account of children's practice of making new contacts online and their further exploration of these new contacts through face-to-face meetings. Among all children, one third have made contact online with someone they didn't know face to face, while less than 10% have gone to a face-to-face meeting with someone they met online. Results suggest that attention should be given to those few children who experience harm from meeting new people, which are the youngest and the most vulnerable, both online and offline.

This article discusses one specific form of makerspace for children – hereafter, referred to as (un)makerspace – whose activities consist mainly in dismantling discarded toys and electronics, characterised as a global makerspace. The article presents the activities of children participating in a number of makerspaces in Melbourne, Australia. The ‘materials’ children engaged with, mostly discarded toys and electronics, the detritus of global capitalist flows, became of prime importance and active agents in activities undertaken. The participants’ engagement consisted predominantly of dismantling of the ‘waste’ and creating new assemblages from the remains. Aiming to answer the question of how much playing, creativity and learning opportunities could children encounter in an (un)makerspace, the article will be theoretically framed by posthumanism and new materialism theory. We end with the proposition that (un)makerspaces present underrepresented and underappreciated pedagogical and civic-engagement opportunities.

This book explores sharenting—the widespread practice of parents or caregivers sharing information about their children online—and explores how this pervasive