Archive for the 'Age 04/Preschool' Category

A Year of Children’s Conferences

Tuesday, November 11th, 2014

Photo of a conference hall

Where do you go to stay smart in the kids interactive industry? What conferences keep you on top of your craft, while also helping you grow your network? What events are vital to attend to learn the latest trends? There are so many conferences these days which ones are right for you? Look no further, here’s a compiled conference list to get you started! It covers areas of the children’s interactive media business like toys, eBooks, video games, children’s television, apps, play, research, consumer products, and more. The list below covers most of the big US and international shows in 2015, and just a few important smaller events.

You can download a PDF copy of this list here. Let us know what you think. Which events do you attend? What speakers draw you to an event? If there’s an event that’s not on this list, and you think it’s important, please let us know in the comments below.


# Conference w link Location Date(s) Focus
1 Consumer Electronics Show (CES) Las Vegas, NV 1/6-9/15 Hardware, tech
2 Kids@Play Las Vegas, NV 1/7/15 KidTech
3 Hong Kong Toys & Games Fair Hong Kong 1/12-15/15 Toys
4 Digital Book World New York, NY 1/13-15/15 eBooks
5 FETC Orlando, FL 1/20-23/15 Ed tech
6 PAXsouth San Antonio, TX 1/23-25/15 Gaming
7 Nuremburg Toy Fair Nuremburg 1/28-2/2/15 Toys
8 NY Toy Fair New York, NY 2/14-17/15 Toys
9 Digital Kids Conference New York, NY 2/15-17/15 KidTech
10 Kidscreen Summit Miami, FL 2/23-26/15 Broadcast, Children’s TV
11 iKids Miami, FL 2/26/15 KidTech
12 Game Developers Conference (GDC) San Fran, CA 3/2-6/15 Gaming
13 PAXeast Boston, MA 3/6-8/15 Gaming
14 SXSWedu Austin, TX 3/9-12 2015 Education
15 SXSW Gaming Expo Austin, TX 3/13-16/15 Gaming
16 SXSW Interactive Austin, TX 3/13-17/15 Interactive
17 SXSW Music Austin, TX 3/17-22/15 Music
18 Society for Research in Child Development (SRCD) Philadelphia, PA 3/19-21/15 Research
19 Sandbox Summit Cambridge, MA 3/22-24/15 Play
20 Dust or Magic Masterclass Bologna 3/25/15 eBooks
21 Bologna Children’s Book Faire Bologna 3/30-4/2/15 Books
22 Early Education & Technology for Children (EETC) Salt Lake City, UT 3/15 Early ed, edtech
23 London Book Fair London, UK 4/14-16/15 Books
24 Games for Change New York, NY 4/21-23/15 Serious games
25 Dust or Magic eBook Retreat Honesdale, PA 4/15 eBooks
26 PlayCon Scottsdale, AZ 4/29-5/1/15 Toys
27 Software & Information Industry Association (SIIA) San Fran, CA 5/3-5/15 Ed tech
28 Maker Faire Bay Area San Mateo, CA 5/16-17/15 Maker
29 Book Expo America (BEA) New York, NY 5/27-29/15 eBooks
30 AppCamp Pacific Grove, CA 5/30-6/2/15 Children’s Apps
31 “Content in Context (CIC, AAP) Wash DC 6/1-3/15 Ed publishing
32 NAEYC Professional Development conference New Orleans, LA 6/7-10/15 Early ed
33 Licensing Expo Las Vegas, NV 6/9-11/15 Licensing
34 Digital Media & Learning (DML) LA, CA 6/11-13/15 Ed tech
35 E3 LA, CA 6/16-18/15 Gaming
36 Interaction Design & Children (IDC) Medford, MA 6/21-24/15 Research
37 International Society for Technology in Education (ISTE) Philadelphia, PA 6/28-7/1/15 Ed tech
38 Children’s Media Conference (Professional) Sheffield, UK 7/1-3/15 Broadcast
39 Playful Learning Summit Maddison, WI 7/7/15 Serious games
40 “Games, Learning & Society (GLS) Maddison, WI 7/8-10/15 Serious games
41 ComicCom San Diego, CA 7/9-12/15 Entertainment
42 International Reading Association (IRA) St. Louis, MO 7/17-20/15 Education, reading
43 Serious Play LA, CA 7/15 Serious games
44 Casual Connect San Fran, CA 8/11-13/15 Gaming
45 Burning Man Black Rock Desert, NV 8/29-9/5/15 Art, mind
46 Digital Kids Summit San Fran, CA 9/15 KidTech
47 World Congress of Play San Fran, CA 9/15 Toys
48 Maker Faire New York New York, NY 9/26-27/15 Maker
49 MIP Jr. Cannes, France 10/2-4/15 Children’s television
50 MDR EdNet Atlanta, GA 10/4-6/15 Ed tech
51 MIPcom Cannes, France 10/5-8/15 Television
52 Fall Toy Preview Dallas, TX 10/6-8/15 Toys
53 Meaningful Play East Lansing, MI 10/15 Serious games
54 CineKid Amsterdam ~10/18-22/15 Interactive
55 Dust or Magic Lambertville, NJ 11/1-3/15 Kidtech, children’s apps
56 NAEYC Annual Conference TBA 11/15 Early ed
57 ChiTAG Chicago, IL 11/20-23/15 Toys
58 SIIA Education Business Forum New York, NY 12/15 Ed tech
59 Star Wars Episode VII release US 12/18/15 Entertainment

NOTE: Items highlighted in red indicate specifics about the event that have that yet to be announced as of 11/10/2014.

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Minding the Milliseconds of Childhood

Monday, November 3rd, 2014

The following is an article I wrote that appears in the November 2014 issue of Children’s Technology Review.

Photo of a stopwatch, measuring the milliseconds it takes for a tablet to respond to a child's tap request.

If we look at the amount of time a child has to enjoy being a child, it works out to something like 6,753 days, or 157,680 hours. Every hour of childhood is important, as is every second. Who knew, but milliseconds seem to matter as well. Engaging a child successfully in an interactive experience can boil down to what happens within a fraction of a second.

While working in the children’s interactive industry for many years, there’s one question I’m asked more than any other: “What is the single most important thing needed to successfully engage a child in an interactive experience?” In today’s world that means successful engagement through tablets and apps, of which there are many things to consider. Engaging characters, compelling stories, a strong game mechanic, lots of user testing, a willingness to change something for the better when developing, an understanding of child development and child related research. But that’s not where I start. These are all “must have” components of a successful interactive experience. So what’s the one item that will make or break your app? Responsivity.

It’s usually at this point the person asking the question says “Huh? What do you mean? Responsivity?” Even if the app includes all the must have items mentioned above, if the app does not respond immediately to a child’s request, usually in the form of a tap on a screen, your product is dead. It won’t be used. End of story. The time you have to successfully respond to a child’s request can be measured in milliseconds.

Let me share a recent article to help crystallize just how little time you have. I’ll reference a technology advance outside of the children’s industry. There have been some amazing discoveries in the virtual reality space in the last year. You know, those crazy headsets that cover your eyes and ears to deliver an otherworldly experience, be it on Oculus Rift or Morpheus.

The vision of this technology might one day deliver a mind blowing, life changing, “real” experience. Part of recent successes in this industry boil down to this:

a.) If a user makes a request through the technology (input),
b.) and the display in front of the person updates as quickly as possible (output),
c.) the more believable and enjoyable the experience.

However, with a slow update, the user will feel nauseous. Literally. This performance, or latency, can actually be measured. A response time longer than 30 milliseconds will make someone sick.

For years the virtual reality industry has been unable to break a performance speed below 60 milliseconds, and in the process of trying, has made a lot of virtual reality testers sick. The breakthrough is this industry will be when they bring the performance issue down to about 15 milliseconds, which some say is now within reach.

In reaching that goal, virtual reality designers have had to look at everything that causes latency: Computer processing speed, software, cables, accelerometers, display screens,… everything. (See background info in Wired for more)

Let’s put that in context to an interactive experience for a child. What are the ingredients that make up the response time of an app? Just like the discoveries found with the virtual reality example above, the same components are equally important here. Interactive responsivity can be simmered down to what hardware and software combinations you use.

Lets start with the hardware. We’re talking about tablets. Are all tablet technologies created equal? If you look at the responsivity of just the hardware component of a tablet surface alone, though the differences are small, it appears the response time of a tap is hardly equal across all devices. Have a look at how long a single tap takes to register through the hardware of a tablet:


Tablet Response time (in milliseconds)
Apple iPad Mini 75 milliseconds
Apple iPad (4th generation) 81 milliseconds
Microsoft Surface RT 95 milliseconds
Amazon Kindle Fire 114 milliseconds
Samsung Galaxy Tab 168 milliseconds

(Note: A shorter response time is better. Source)

Okay, no big deal, right? We’re talking just a fraction of a second, and we’re not even measuring hardware latency from devices specifically targeted to children in toy stores, which by the way use cheaper (AKA slower) chips and tablet surface components.

Now we need to add in latency that is introduced from software. What software tools are being used to create apps for children? Most app-based software tools fall into one of two categories; native apps and non-native apps.

Native apps tend to be written with programming code that is “compiled.” Compiled code is translated into something a computer can understand at a machine level. Languages like C and C++ are compiled languages that tend to execute quickly.

Non-native apps may be created with a “wrapper”, something that can bundle together other kinds of “runtime” code, like JavaScript, HTML, and HTML5. Runtime code is not compiled. Runtime code reads like English, which is great for writing code quickly by humans, but not necessarily the best form to be understood quickly by computers. When this kind of code is executed at runtime, a tablet needs to interpret it, one line at a time, into something it can understand. Translating this runtime code on the fly is time consuming for any computing device, including tablets, and creates latency with a response back to the user.

When a tap or a swipe is sent to a native or non-native app, we’re still talking about a fraction of a second for this instruction to execute. However, just to put this in perspective, generally speaking, runtime code can take up to ten times longer to execute than compiled code depending on the processor being used. This can mean the difference between 2 and 20 milliseconds for a small number of lines of code to execute before the user receives a response. (Source 1, 2)

By now you may be doing some math in your head. Keep in mind, we’re still talking best possible scenario here. On top of all this hardware and software latency there’s the need to load assets (graphics, sound, video) in and out of memory. How memory management is handled can also add a lot of latency to an experience, more so for apps that download its content at runtime from the web as opposed to apps that bundle all of its content within the app locally. This is often where the difference between an experienced developer and an inexperienced developer pays off. Creating lean yet appealing art, animation, and audio is an art form, one that often adds to the benefit of “perceived” performance, and ultimately the end user’s experience. A talented developer also will know how to “mask” some of this latency, in a way that makes both the tablet’s processor, and the end user, very happy from a performance perspective.

So, do slow performing apps make kids sick? Maybe not literally like the virtual reality example cited earlier, but, many theorize that it can influence how engaged a child is in the experience. An app that is responsive can mean the difference between successfully engaging a child or making them not want to interact with an app at all. It can also influence your rating in CTR, which measures responsivity of every activity.

If you design products for children, immediacy is vital. Sluggishness can make you feel sick, and contribute to the death of an app.

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Cooney Study Leaves New Questions for Educational Media Creators

Monday, January 27th, 2014

[The following is an article I wrote for the Jan. 24, 2014 issue of KidScreen.]

Vicky Rideout during her survey presentation at the Cooney Center Breakthrough Learning Forum.

Media research reports are great for offering insights about an industry. They help media creators take stock in where they are today with their media creation efforts on different platforms, and they also provide ideas on how we can best serve an intended audience. At the same time, what is gained from a new study almost always leads to many more new questions that can’t immediately be answered.

That’s certainly the case with the latest Joan Ganz Cooney Center report entitled Learning at Home: Families’ Educational Media Use in America. According to Vicky Rideout, children’s media researcher and the report’s main author, this is the first time “we have tried to quantify, on a national basis, what portion of kids screen time is devoted to educational content.”

The report digs deep into parents’ thoughts on their child’s use of educational media across a number of different platforms. One big finding that will not be a big surprise to broadcasters: Television is still king when it comes to delivering educational content, even though access to alternative platforms like mobile, computers and videogames has increased greatly in recent years. Television is the preferred platform by a long shot for educational media. Granted, the television industry has also had decades more time, almost 50 years’ worth, of creating and delivering educational content to young children than its younger media platform relatives. Still, with the explosive growth of mobile, this data point begs the question if parents are aware of the educational opportunities available to them on other platforms?

Among the many insights offered, children engage with educational media less as they age. Two-to four-year-olds consume 1:16 (one hour and sixteen minutes) of educational media daily, dropping to 0:50 for five-to seven-year-olds, and further still to 0:42 for eight-to 10-year-olds. Even at this lower end for eight-to 10-year-olds, you could consider their educational media use as an added class of learning material each day. However, as a child ages they also spend more overall time consuming media, educational or not, to the point where eight to 10-year-old media usage almost doubles compared to that of two-to four-year-olds. Surprisingly, while this older group consumes less educational media content daily, their parents report seeing their child demonstration of “a particular action as a result of something they saw or did with educational media” more so than the younger age groups. This could very well be a cumulative effect of educational media use consumed over many years, but still, it’s striking data point in the research. One could strongly argue, this “particular action” is evidence of mastery of the educational content that is consumed.

Other noteworthy findings:

  • Parents see a greater perceived learning impact in the areas of cognitive skills, reading, and math from educational media use but less impact with learning science or anything related to the arts.
  • The greater a parent’s education, the less educational media is consumed.
  • The greater the family’s income, the less educational media consumed.
  • Hispanic/Latino households reports less “actions taken” from educational media use than Black or White families.

These are just a few of the many findings called out in this report. There’s also data on parent and child sharing in the educational media experience together (often referred to as “joint media engagement”) as well as findings on traditional book reading and eBook use.

With just these few items I’ve called out above, the report forces us to consider many big, unanswered questions:

  • As children grow, why do they engage less with educational media, yet consume more media at the same time? Is there a need to create more engaging educational content for this age group than what is currently being offered?
  • What is it that we’re doing wrong, or not doing at all, to better engage Hispanic/Latino families with educational media?
  • Are parents less aware of the educational offerings available through mobile, computers and video games? If so, should we get behind a national awareness campaign to make ratings and reviews websites like Common Sense Media and Children’s Technology Review better known to parents?

Perhaps the biggest question raised in this report is whether educational media use, which appears to have great benefit at an early age, leads to greater media consumption that is of less benefit to children as they age?

Michael Levine, the executive director of the Cooney Center shares this report is the beginning of a larger conversation around educational media use. “There’s a lot of interest in having children view educational media, but less fulfillment of the wish as illustrated by this report, particularly for low income and Hispanic and Latino families,” he says.

As media creators, it is imperative to understand what can be done to up our game in the educational media space, no matter what the delivery vehicle. Part of that entails informing parents about resources available to them today to help them find the best educational content broadcasters and software publishers have to offer. The Cooney Center as well as many other interested groups, foundations, and policy makers are already quickly working on the next new report, and latest research findings that will one day in the near future move the industry needle even further ahead, as well as create many more questions we’ve yet to imagine, as evidence by the volume of questions this report is sure to generate.

Additional video links:
1.) Vicky Rideout – Learning from Home report overview
2.) Michael Levine – Learning from Home report overview
3.) Playlist of all Learning from Home speakers
4.) The complete Learning from Home discussion (speakers with audience discussion)

[Scott Traylor is the CEO and founder of 360KID, a youth-focused organization that specializes in developing interactive content, apps, and games for broadcasters, publishers and organizations that wish to engage kids of any age.]

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Tricks of the Trade: On Making Magic with Apps

Thursday, November 14th, 2013

[The following is an article I wrote for the November 14, 2013 issue of KidScreen's online iKids Magazine.]

A photo of Theo Gray during his Disney Animated app presentation

Theo Gray, co-founder of Touch Press, presenting the new Disney Animated app. (Click photo to see larger version.)

Every year in early November, there’s a very special children’s interactive media conference called Dust or Magic that’s held a short drive outside of New York City. The name of the event comes from a 17th century Japanese poet, Matsuo Basho, who wrote, “An idea can turn to dust or magic depending on the talent that rubs against it.”

This is the underlying theme that weaves itself throughout the hundreds of apps that are discussed during the event, and a select few that are presented live. In the ever-expanding world of the children’s interactive media, which products are considered “magic” or “dust?” And why? As an industry of creators, we ask ourselves “What can we learn from the good, as well as the bad?”

Dust or Magic is the brainchild of Warren Buckleitner, who is also the editor of Children’s Technology Review magazine, a former blogger for The New York Times and an expert in the children’s digital world.

This was my 12th year attending Dust or Magic. Over that time I’ve seen the interactive industry grow through talking books from LeapFrog, numerous Tickle Me Elmo dolls, virtual worlds like Club Penguin and Webkins, all the way to today’s vibrant app world for kids. I’ve seen many unknown speakers go on to release top selling products in their field, create new and compelling ways to engage children, and all the while raise the bar of quality for the entire children’s industry. This year there was no shortage of stellar presentations, and three in particular are worth sharing with those who could not attend the event. These three presentations rose the bar.

The opening presentation was delivered by Theo Gray, founder and app developer for the company Touch Press. Gray’s accomplishments include receiving an ig Nobel Prize in chemistry, but his app work is second to none. Gray has created a number of stellar apps, one called The Elements, another the Solar System, which sets new standards for excellence in app creation. However, at this year’s event he presented his latest work, an app for Disney that chronicles its animation history called Disney Animated. This new body of work was completely amazing, and there was one moment in Theo’s presentation, a breathtaking, jaw-dropping moment. Gray had created a single screen, color bar chart that included frames from every single animated movie ever created by Disney. With a touch of the finger, you could call up a single frame of animation from any movie every created by the company. It was a truly amazing moment.

Later, we were treated to a presentation by the founder and CEO of a small startup called Tinybop. Never heard of Tinybop? They launched their first kids’ app in August, and it has blossomed into the industry’s best overnight success story yet. This number-one selling app is called The Human Body and it’s rewriting the rules of child engagement. Simple. Clean. Funny. Engaging. Enlightening. The founder, Raul Gutierrez, shared his business plan with the Dust or Magic community, and you can see why it was a presentation long to be remembered.

The next notable presentation came from Chip Donohue, dean of distance learning and continuing education for the Erikson Institute as well as senior fellow at the Fred Rogers Center. Over the past few years, Donohue has helped define a best practices position paper for using technology in early learning, an excellent road map for using tablets with young children. As he pointed out in his presentation, there’s been a lot happening in the interactive space over just these last few weeks, and he put together a presentation with all the latest recommendations and best practices for engaging children intentionally through new media platforms. A fantastic resource for everyone in the kids’ biz.

These speakers were accompanied by unreleased new work from Toca Boca and its newly acquired sister company Sago Sago, as well as preschool app development tips from Duck Duck Moose. Magic, it was in the air.

Extra links:

Speaker presentation playlist (15 videos)

App demo playlist (23 videos)

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A Conversation With Vicky Rideout

Friday, November 1st, 2013

Summarizing “Zero to Eight Children’s Media Use in America 2013″

[The following is an article I wrote for the November 2013 issue of Children's Technology Review. A PDF copy of the article from this magazine can be downloaded here.]

A photo of Vicky Rideout from an earlier 2013 presentation

For those of us that work in children’s media, there’s nothing like finding a fresh, data filled report.

Zero to Eight Children’s Media Use in America 2013” is Vicki Rideout’s latest in a series of reports commissioned by Common Sense Media. Having followed Vicky’s work for more than a decade, I asked her for an overview of her findings.

The first key finding is this: Television and video game use is down for children compared to just two years ago. (Yes, down, not up!) In addition, overall screen media use is down compared to what was recorded just two years ago.

Television viewing in the bedroom is also down by a sizable amount. As with the television and video game drop Vicky says “I’d like to look back on these data points from a future report to see if this is a bump or a trend.” This finding does beg some additional questions that cannot be answered through the report, like has there been a drop in the number of televisions owned in the home? Has the drop in television viewing in the bedroom shifted to video viewing on a tablet in the bedroom? Vicky says it is too early to tell if this is a trend.

According to Rideout “Little drops in each platform add up to a half hour of less screen time per day on traditional screens. Then when you add in the increase in mobile use it brings that number down to 20 minutes less screen time per day. While this drop in overall screen time is significant and noteworthy, I’d like to see what the research says in another two years.”

There’s a lot of material in this report about tablet and related mobile media use. For example, two years ago only 8% of parents owned a tablet. “Today it’s 40% and children’s tablet ownership is nearly similar to that of their parents from the 2011 report. Years ago handheld video game manufacturers noted that when an older sibling purchased a new handheld gaming device, a younger sibling would ultimately receive the older device. Could the same thing be happening here with parents purchasing a new tablet and giving the children their old one? This report can’t answer that question specifically, but one thing is clear: Tablet ownership by children will increase in the years to come.

Another key trend: there is a giant shift in media use, and “the tablet is a game changer.” Vicky told me that there is “some computer use among young children, starting as early as four years of age, but because the tablet has simplified the interface so much and made things so intuitive, we see really young children successfully using this platform. If a one or two year old child can turn the pages of a board book, that same child can touch and swipe a tablet. If that child can point to an image on a board book, then that child can launch an app. As a result, a large world of content is made available to these young children. The floor for how young children use this platform has gone way down compared to other technological innovations, even compared to the Wii, which was a huge leap forward in terms of intuitive use and interface deign.”

In addition Vicky notes: “People keep saying how children are so technologically smart. We have that notion backwards. It’s the technology that’s become smart, so smart that a kid, or even a baby can use it. This change is also opening up access to content that is not just about passive video watching.

“People keep asking me ‘Is this a good thing or a bad thing?’ Unless you believe that a screen per se is a bad thing for kids no matter what, I usually respond that this is just a thing, it’s just a tablet. The good or bad about a tablet depends on the quality of the content you share with a child through this new medium.”

Vicky’s comments just begin to scratch the surface of what’s included in this new report. However, Vicky also shared she is working on a new report, focused on the same zero to eight demographic, but this time she’s writing it for the Joan Ganz Cooney Center. This report will take a deep dive into educational media, eBooks, and joint media engagement (a fancy term for parents who share in the same media experience with their child). The scheduled date of release is January 23, 2014. We look forward to reading more!

Related links:

Zero to Eight: Children’s Media Use in America 2013
Common Sense Media

VIDEO – Parenting in the Age of Digital Technology – Vicky Rideout interview (2013)
360KID

Parenting in the Age of Digital Technology (2013)
Northwestern University


VIDEO – Vicky Rideout interview – Zero to Eight Children’s Media Use Research Overview (2011)

360KID

Zero to Eight: Children’s Media Use in America (2011)
Common Sense Media

Generation M2: Media in the Lives of 8- to 18-Year-Olds (2010)
Kaiser Family Foundation


Generation M: Media in the Lives of 8-18 Yr-olds (2005)

Kaiser Family Foundation

The Effects of Electronic Media on Children Ages Zero to Six: A History of Research (2005)
Kaiser Family Foundation

Zero to Six: Electronic Media in the Lives of Infants, Toddlers and Preschoolers (2003)
Kaiser Family Foundation

Kids & Media @ The New Millennium (1999)
Kaiser Family Foundation

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