Abstract
The concept of the postdigital child suggests a nuanced understanding of children’s engagement with technology. This entry explores the characteristics, challenges, and educational implications associated with postdigital childhoods. Postdigital children exhibit novel forms of creativity, digital expression, and autonomous learning preferences, yet face concerns regarding inequality, the commodification of education, and ethical implications such as data privacy. In education, shifts in teaching and learning practices are driven by postdigital fluency, offering personalized experiences but raising critiques about aligning with capitalist ideologies. Postdigital play in early childhood settings prompts re-evaluations, highlighting the intertwined nature of digital and non-digital spaces. Future research areas include exploring intersections with the Anthropocene, understanding cognitive impacts through neuroscience, and addressing social-emotional learning challenges. Researchers, educators, and policymakers must increasingly navigate these complexities to support and envision new models of postdigital developmentalism for future childhoods.
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Mikulan, P. (2024). Postdigital Child. In: Jandrić, P. (eds) Encyclopedia of Postdigital Science and Education. Springer, Cham. https://doi.org/10.1007/978-3-031-35469-4_64-1
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