Masters Thesis (Re)connect by Cristie Blandford

Social Grad Issue June 2011 £3.50/€4 00 44 7879 265066

(Re)connect

Un-balanced Connectivity ‘Seeding Conversation’

Parent-child Relationship, leading to asymmetric communication

How do we connect? Technology, gestures and emotions

Getting started; overcoming difficulties with common reference points

Thesis

(Re)connecting absent parents with their children (5-10yrs); following parental separation

Abstract Following parental separation many young children lose touch with the non-residential parent (usually the father). The breakdown of this relationship can have a negative impact on the health, well-being and future prospects of the child, parents, wider-family and society. Research into the context, informed by published material and people's input, led to a reconsideration of the application of existing technologies. Seed, a product concept, looks to facilitate direct and in-direct communication in absence, to develop bonds (emotional connections).

Cristie Blandford (UK) Social Design Masters 2011 Design Academy Eindhoven NL +31 (0) 68123 9627 NL +44 (0) 7879265066 UK cjblandford@hotmail.com www.cristieb.com Design Mentor: Dick van Hoff

Design development has been greatly informed by the evaluation of a working prototype in family households. The resulting design is a commercially viable product, aiming to connect distributed family members with young relatives (5-10yrs) who see each other in-person intermittently. It is supported by Skype. Seed is a communication tool and platform that can potentially better engage children with absent people, leading to greater consistency of contact, supporting the development of an emotional connection. This could reduce disengagement with non-residential parents following parental separation. In a wider context Seed could better connect children with any distributed elder family member/or friend; supporting intergenerational contact, relations and bonds.

Keywords/Terms

Absent, Parent, Young Child, Connect, Distributed, Family, Bonds

Cover Image: My Family Fragmentation, 2011 Inside Cover: Seedling Growth, taken 11/04/2011

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Thesis

Contents

15 24 19 8

19 24

6 Introduction 7 Disconnected 7 Methodology

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8 The Parent-Child Relationship 12 The Young Child 15 Parental Separation 19 Distance Communication

24 Related Works of Others 26 Design Reflection

Thesis

34 28 Research to Design 34 Working Prototype Experiences 40 Benefiting Families 44 User Information 46 Handling; T+HUIS Testing

48 55 48 Seed- Finalised Design 49 Evaluation

54 References

Note: images are referenced within the chapters

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Thesis

(Re)connecting absent parents with their children (5-10yrs); following parental separation

Introduction Parental separation divides families. Situations vary but many children find themselves with two homes; one forming the main home of residence. In most cases children retain contact with the non-residential parent; this can be through spending time together or via distance communication. Distance communication is often supplementary to spending time together, although in some instances such as when parents live in different cities or countries, to their child, it is the primary form of contact. The world is now a small place, allowing people to move more freely and remain in contact via affordable means. Computer and mobile technologies allow voice conversations, text messages, images and most recently video streaming to occur/ be received instantly irrespective of distance. People are now considered to be virtually present even in absence. Many people are now sustaining relationships with loved ones over-distance supported by to use of computer-mediated technologies. However is universally agreed this contact remains inferior to spending time together. Design research has found distance communication/ distance contact to be an interesting area of exploration, however thus far has focused mainly on supporting adult relationships. I feel an exploration into how parent-child relationships can be supported in absence to be an important topic. Children have little control over situations such as parental separation and the consequences; being absent from one parent is not based on a choice made by the child. Especially in the instance of younger children their contact with the absent parent is arranged and supported by the residential parent, who is generally referred to as a gatekeeper. Further factors can make contact more difficult such as parental tension/conflict, and the child's developmental stage. Younger children are still learning how to communicate; how to express themselves and interpret what others are saying. Through understanding both the impact of parental separation (including divorce) and how young children communicate and engage with parents and technologies I hope to design a product aimed at (re)connecting absent parents with their children. The design will be in response to today's situations, and will result in an affordable product proposal.

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Thesis

Disconnected

Methodology

Why do we need to connect absent parents and their children?

A combination of theory-based research and practice-based research has been integral to my understanding this topic, and developing a design response.

Following parental separation continued involvement of the both parents in the lives of the children is beneficial the individuals involved, and the wider society.

Lone mothers are likely to suffer from financial and psychological problems (stress, depression), have greater health problems and can have problems interacting with their children 1,2. Non-residential fathers, are at high risk of losing contact with their children, are more likely to have health problems, and are more likely to engage in high-risk behaviour 2, 3. Children living without their biological fathers are more likely to live in poverty and deprivation 1, 2. They are likely to have more problems at school, have trouble building social relations, have high risk of health problems, and are more likely to suffer abuse 2. As teenagers these children are more likely to offend, smoke, take drugs and consume alcohol 2, 4. At this age children of these circumstances are more likely to neglect schooling, leave school at 16, or become teen parents 2, 3 . As young adults they are more likely to be unemployed, homelessness, convicted/imprisoned, and suffer from physical or mental health problems 2. They will be less able to form emotional connections, partnerships, are likely to divorce themselves and have children outside of a union 2. Society has been affected by increased crime and violence, increased dependence on welfare/health services and decreased community ties 2.

Theory-based research; due to emphasis on today's situation, recently published papers have been used to gain valuable insight into current social structures and the use of technology. However older texts have been used when referring to inherently human qualities; including the writings of well-respected psychologist Jean Piaget (1896-1980). Practice-based research; I have spoken to separated parents informally about their (and their children's) current situations. Further to this I have conducted a questionnaire to understanding what it is to be a parent. I also engaged with separated parents and children for reflection on my concept and in refining the design (prototype testing). The focus of my research is mainly the UK, geographical and cultural relevance has been considered in gathering research. The non-residential parent is most often the father, so the research may seem to focus more on this parenting role, but this is in relation to the situation, and has been researched alongside the gender-neutral term parent. The form of this thesis- Magazine (visual essay). To enable browsing, and selection of interest. Cover-to-cover reading is not essential. Also the nature of a magazine reflects the social topic, an issue of today. The approach and resulting design proposal also are aimed commercial distribution and being appropriate at this moment in time. This thesis and product are not going to be relevant forever, but are for this time.

Community ties are also broken as inter-generational relations are impacted. Disengaged fathers also lead to the break-down of associated family connections- including grandparents 5. Reduced family connections and associated support systems can leave the child with less social sensitively, and empathy for others. 1 Gentleman, A. (2011) 2 O'Neill, Rebecca. (2002) 3 Peters, B. & Ehrenberg, M. F. (2008) P79 4 BBC News Wales (2009) 5 BBC News (2011)

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Together

The Parent-Child Relationship A relationship in a general sense indicates relatedness and an emotional connection between people. The parent-child relationship is unique. The relationship is most often defined by shared DNA, it is a relationship that, within society, connects one generation to the next. It is a dynamic relationship that evolves through time as the child ages and matures.

Attachment:

The parent-child relationship is unequal, the expectations and needs are not the same; it is an unbalanced relationship. Parents are attached to their children; children provide mothers and fathers with comfort and overwhelming satisfaction in daily living. Parents are also critical in providing for their children's needs and aiding their development. Children are attached to their parents through dependency, for basic necessities including love. The birth of the child might initiate the relationship; parent and child are immediately related by shared DNA. However during the growth of the child the DNA is less significant to the bonds between them, than the values they share, passed from parent to child 1. The bond parents feel for their children is the result of satisfaction in the big context of achievement and well-being. Alternately, children are bonded to their parents in a non-reflective way, focusing on the present they

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soak up the enjoyment and love felt. It can be potentially problematic in the circumstances of separation, that young children, living in the moment, â&#x20AC;&#x2DC;conceptualise a relationship only in terms of the person's physical presence and for them being loved is being with the person' 2

Interaction and Commonality:

The two main types of parent-child interaction are care and play. Whilst care is generally considered to be directional from parent to child, play is a collaborative venture 3. Play should be implemented alongside care, any activity can be playful, children enjoy participating in shared tasks, with shared artefacts 3,4. Parents and children living together share a great deal. The family is a unit defined by a shared background. In day-to-day living they share a lifestyle; they follow the same format of the day, interact, share common objects, and inhabit the same space. The parent-child interactions are further supported by an intimacy and openness that results from their shared physical settings; private living spaces in the household as well as the car. Even without direct interaction, by sharing physical space, parent and child feel a sense of comfort from being together. The home unites the family.

Together

Communication:

Summary:

Adults naturally engage with young children through play rather than conversation this contributes to a sense of connection 5, 6, 7, 8.

The child's attachment to his/her parents is based on present experience; the child is less reflective than adults are in how they feel about people.

Certain physical settings are thought to facilitate conversation between parents and young children, the car particularly 1,3. This could be through togetherness, privacy and removal of distractions (also choice).

Shared backgrounds, shared space/objects, shared interest and shared lives define the family and facilitate comfort, a sense of belonging and intimacy.

Communication between parents and children is generally indirect. Parents and children understand each other's feelings and well-being through interpreting body language, and facial expression.

1 Dalsgaard, T. Et al (2006) p. 149-151 2 Mo, Weimin (2007) p. 23 3 Yarosh, S. (2008) p. 3796-3800 4 Marsh, J. Et al (2005) p. 12 5 Follmer, S. Et al (2010) p. 49 6 Yarosh, S., et al (2009) 7 Ames, M. G., Et al (2010) 8 Raffle, H. et al. (2010)

The parent-child relationship relies on presence. The child relies on the parent's love, care, and organisation. And the parent's relation to the child is through facilitating this support and their sense of joy as their child grows day-by-day.

Shared private space is important in facilitating the intimacy and openness between parent-child, in which both enjoy the sense of togetherness even without direct interaction. Communication between parent and child is generally indirect, each understand each other's feelings and well being by observation of body language, and facial expression.

Images 1 Miler, Dror., Mother & Daughter, 2010, www.flickr.com 2 Miss Weldon., Father knows best, 2009, www.flickr.com 3 Weber, Christina., Jackson & Peter, 2010, www.flickr.com 4 Pott, Jeffery., Mother Daughter, 2011, www.flickr.com

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Together

What is it to be a parent? What is it to be a parent?

How do you want your child to feel when they think of you?

A. It is to give them the ultimate care to be free to evolve themselves B. Patient, well organised, calm, caring and loving C. Hard work, you need to be extremely organised. Exhausting D. Great E. My son makes us a complete family F. Nurturing them and guiding them to adulthood G. It’s being a mother, a nurse, a cook, and a comforter H. Best learning experience I. To be available for your child J. Very rewarding and to experience mini ‘you’s’ growing up K. To ensure they are happy and respect others L. You feel very important and valued

A. Mamma is there whenever I need her B. Love, kindness, secure and fun-times C. Warm + secure D. I want them to feel safe, a person they can rely on E. Our world totally revolves around him F. Happy, loved, that they want to be with me G. I want him to know I will always come back to him H. The one who sets the boundaries I. To feel my own judgement and accept it or not J. I will support them whatever the problem K. Happy, respect us, learn from us L. A good parent that did his best

How are you connected to your child/children whilst apart?

Does your house feel different when your child/children is not home?

A. SMS, facebook, Skype, email every day B. C. D. I Think I connect well E. Speak to my wife and ask what he has been up to F. my number for emergencies G. He is always on my mind when we are apart. H. Skype, Postcard, thinking of them I. Letter, telephone J. Via telephone, mobile, or email K. Telephone/ mobile phone L. I know the bond is always there

A. Oh yes, all is in its place for ever and ever :( B. Quiet, calm, tidy, organised C. Calm, peaceful + organised, very quiet D. Yes E. I feel lost without him, clock-watching until he comes back F. The house feels spacious and empty G. You can feel his presence is missing H. Yes. Less lively, less fights between the two kids I have I. Oh! Completely. It is too quiet J. Yes, quiet! K. Yes very quiet and tidy! L. Feels empty

What do you miss most about your child/children when apart?

A. To be connected to their world which is not mine B. The chaos, cuddles and conversation C. The cuddles, kisses and smiles. Laughter D. I somehow like to miss them. E. I miss everything I do when I am with him F. Their smiles, the things they say and do and the milestones G. I miss watching him play H. Hugs, laughter I. To hear what they think about philosophically J. Laughing, chit-chat, knowing they are home safe K. Their company L. I feel like a spare part when he is not around at times

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Survey answered by parentsAt Visionautics workshop, Berlin, Jan 2011, and via email

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Key Individual

The Young Child The focus of this design research is young children, 5-10 years (primary school years). The children of most couples who are involved in divorce are in early childhood 1, 2; roughly 1/3 of these children lose contact with non-resident parents within the first few years 1. Compared to older children, younger children, find distance communication much more difficult; they often do not own their own computer or mobile phone, and their use of communication technology must be supported by both parents for access and support. Children also face cognitive, social and motivational challenges to communication with 'absent' people.

Speaking

The use of speech for young children is important to understand, especially when considering distance communication; it is a prevalent form. 'Children usually spend less than one hour a week participating in household conversation' 3.

Jean Piaget (1986-1980), a well-respected developmental psychologist, observed the behaviours of young children to understand how they connect and relate to the world around them. He found young children used of speech is relatively unsocial. Questions are asked not directly interested in conversation but knowledge. Piaget believed 'the desire for justification' is the 'universal law of verbal intelligence in the child' 4. Particularly young children (~4 years) can use speech when in the company of others; 'Enveloped with the feeling of a presence they talk in long monologues, not seeming to address himself or the adult' 4. Aged 6-7yrs the child in 'playing cares very little who is listening to him. He believes someone is listening to him; that's all he wants. Asks for no more than apparent interest, though he has the illusion of being heard and understood' 4.

2 12

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Key Individual

3 Interests, Perception & Socialisation

Constantly learning, the way children approach things is always with curiosity, although attention is difficult to direct. At the age of six 'the child shows signs of a perceptual intellectual realm: he is too much of a realist to be a logician, and too much of an intellectualist to be a pure observer' 4; indicating a curiosity with a hands-on approach.

indicate a young child's interest in collaborating with other people.

Piaget observed how children 'up till the age of about 5, the child almost always works alone'. Aged 5-7.5yrs, 'little groups of two are formed'. It is not until between 7 and 8 years that a desire manifests itself to 'work with others' 4. Whilst Piaget is observing the inter-child relation, it could give an indication on the changing social interest, and could

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Key Individual

4 Understanding Parental- Separation

Psychologists and social workers recommend the use of various tools to help children understand parental separation. Emotionally distancing themselves children are open to greater understanding. Story books and other forms of storytelling, with fictitious characters, can offset the situation 1 . The way children comprehend and behave following parentalseparation can be different depending on their stage of cognitive development. 'Before 7 or 8 the child is not interested in logical justification' 4. It has also been noted how children with a greater understanding of natural systems/ life processes (of living animals and plants) cope better with life changing circumstances such as parental separation 1.

1 Mo, Weimin (2007) p. 23-30 2 Solomon, J. & George, C. (1999) 3 Yarosh, S., et al (2009) 4 Piaget, Jean (1923) p. 8-282 Images 1 Downing, Susan., Family, 2011, www.flickr.com 2 Covros, Alec., Puddles, 2011, www.flickr.com 3 Gregmeg7., Young girl doing homework with pleasure, 2009, www.flickr.com 4 Jacqui., Duncans little garden, 2010, www.flickr.com

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Summary

Young children are ego-centric in understanding and expression. They view things and understand things from their own perception. Relationship are conceptualised in terms of the person's physical presence and for young children. Young children use speech to accompany action (play) and express or ask questions about topics of their own interests. Storytelling tools can help children process life changing situations such as parental separation. Children with a greater appreciation of natural processes adjust better to life changes, such as parental separation.

Separated

Parental Separation

Situation:

Continued involvement from both parents after separation is beneficial to the health and well-being of the child, and is also thought to ease adjustment to the circumstances that follow 5, 6.

In respect of divorce, the UK has the highest divorce rate in the EU, 1/4 of children are affected by divorce before the age of sixteen 2. This statistic is for divorce, but it should also be considered that a change in social structures and a disregard of former religious values has lead to fall in marriage rates. A large number of children are now born to single mothers or non-marriage unions. 'One third of births were outside marriage in 1996' [UK] 2.

Problems/restrictions:

The 'high frequency of parental separation and changing adult partnerships means that increasing numbers of children have fathers who live in different household from mother and child' 1.

'In the UK it has been estimated that 60,000 children a year lose their fathers'; '96% of single parents are mothers' 3.

Involvement

The child will typically live with the mother in the primary house of residence. This household is likely to form the base for schooling; from which the child goes to and from school. Despite the non-residential parent being obligated to provide no more than financial support, it is most often the case that this parent desires to remain a more prominent part of the child's life 4.

There is a difference in the situation directly after parental separation, to when circumstances before more stable; typically after 1-2 years. The first few years after separation (when division of the family occurs) a period of less effective parenting occurs, for both emotional and practical reasons 7, 8. No longer part of a parenting team; 'residential mothers and fathers tend to feel over-burdened by their parenting and life responsibilities' 7. The situation can feel worse when financial difficulties are occur, as assets are divided and each parent has to finance a new life. Most studies give the impression of reduced parental involvement as being difficult for both parents to bear through dividing parenting responsibilities and the child's time. But in speaking with a single-mother Laia (London) I learnt how the shared parenting arrangements she has with her ex-partner allow her to have more 'me time'. She spoke about how she has adopted the role of 'part-time parent'.

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Separated

3 [Note: This year (2011) Grandparents rights to access their children 'after parents split up' are being considered in a proposed review of the law in England and Wales 9]

4 Non- Residential Parent Contact

'1/3 of children of divorce lose contact with non-resident parents within the first few years of divorce' 10. This statistic is in the instance of divorce, but it provides an insight to the associated risk of losing contact/touch following parental separation. It should be considered, losing contact with one parent not just causes the child to lose touch with that individual but the associated wider family, which could include grandparents and other relatives. Non-residential parents are forced to adapt to a â&#x20AC;&#x153;visitingâ&#x20AC;? relationship with their children 11. It follows that there is a 'cycle of being apart and being together and being apart again' 12. Situations vary depending on individuals circumstances, some children see the non-resident parent every few days, others weekly-fortnightly, monthly, or once a year or less. However, frequency of contact does not directly relate to the bond/relationship between the parent and their child 13. The fact that even residential (co-residing) parents can be present but unavailable to their children, can mean something significant in the circumstances of parental separation. This brings me to the title of this thesis; (Re)connecting absent parents with their children. Whilst parental separation may divide parents and children who have formed a strong bond during early childhood, it can also be the case that in early childhood the child and parent have failed to create a

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bond. Despite some parents [mainly fathers] failure to bond with their children before parental separation, in most cases after parental separation there becomes a desire to form this connection- a bond/ relationship. So it is not just about reconnecting, there can also be a need to connect parent's with their children.

Non Residential Parent Role Clarity

In the continuation of the non-residential parent in the life of the child 'role clarity' is an important factor 1, 5, 6.

Following parental separation when the residential parent acquires the complete package of parenting responsibilities, the role of the non-residential parent is undefined. The nonresidential parent is usually the father; today, 'a man's parenting role is less scripted by social convention than is the women's parenting role' 14. Lamb (2010) describes the fathering role of today as the 'new nurturant father'15. As a result of changing social demographics, the father's position and role has changed, he must now acquire 'personal- power', more traditionally acquired by the mother, and he must now fulfil a more gender-neutral parenting role 5. However whilst the father is separated from the mother; 'The father relates to his child in part through the residential mother. A lack of role validation on the part of the mother can marginalise the father from the family system and may

Separated

5 contribute to disengagement from his child's life' 6. This highlights the importance of the inter-parental relationship in facilitating the continuation of both parent-child relationships.

Inter-parental Relationship

'Mothers have a critical role in providing social support for paternal involvement and have been seen as gate-keepers of the father-child relationship by either supporting or limiting father involvement, particularly in the aftermath of divorce' 14. Parental conflict fuelled by negative emotion can be very detrimental to the relationship of non-residential parents with their young children. Young children heavily rely on the cooperative scheduling of contact made by both parents; distance communication to the absent parent is also supported by the residing parent in terms of cost, providing infrastructure, and supporting and initiating its use. Factors that facilitate children's adjustment to parental separation; low inter-parental conflict, effective co-parenting, with good communication and cooperation and little active undermining of the other parent 5, 7.

one parent whilst staying with the other 4. 'Two of the most difficult portions of any visit are saying “hello” and “goodbye”. The actual moments of being picked up and dropped off after visits with the father are particularly stressful for children. They feel torn between the parents in a very direct way. “If I look happy to see mum, will I hurt dad's feelings?”' 16. Continuing parental tension can be caused as primary residential parent feels that he/she misses the fun times with the child, while the non-residential parent feels that he/she has few opportunities for input into the child's schooling or activities 17.

Father-son relationship

Peters & Ehrenberg (2008) emphases the father's ability to relate to his son, easier than his daughter; 'Young boys may be eager to maintain father-child ties through these common interests, whereas girls may struggle to find common ground with their fathers' 7. Additionally, a father is perhaps more likely to engage in recreational activities compared to the mother, which might be more appealing to sons 7.

Continued tension can influence the way the family continues to function. Generally children 'do not want to have to ask for help in getting in contact with the other parent' 4. There can also be a 'hesitation to share meaningful information' with

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Separated Separation wider contexts:

Families are becoming divided by greater geographical distribution than ever before 18. Even intact families are separated during the day because of work, school activities, or leisure activities 19. Cheaper infrastructure and a growth in international business has also lead to parents need to travel away from home on business trips, causing short-term separation 19, 20 , and in some contexts such as military families, parents can be absent for extended periods of time [months] 20. Yarosh, S. & Abowd, G. D. (2011) summarised two main differences between the situation of parental-separation (inc. Divorce) and work-separated families; the first being that in work-separated families 're-integration is assumed', 'the second difference between divorced and work-separated families is the greater expectation of conflict in the former' 21.

Summary

The vast majority of non- residential parents are fathers; an increasing number of children are growing up with fathers living in a different household. Following parental separation; a significant number of children lose contact with their non-residential parent within the first few years.

In the majority of cases, the child's time divided; parents spend time with their child intermittently; visiting frequency differs as situations and circumstances vary; some children see their non-residential parent frequency (daily, weekly), others less so (monthly, yearly). The relationship/bond between the non-residential parent and the child depends less on frequency of scheduling than it does on the quality of the interaction that takes place when they do meet. Gender relations can mean that girls and their fathers can struggle to find common ground. The non-residential parent (typically the father) engages with the child in leisure time, weekend outings.. 'fun times'. Lacks ability to support schooling activities. The nature of the father's role, following separation, and the expectations of how he fulfils that role are ambiguous. However the non residential parent- young child relationship is supported by the inter-parental relationship. It was also found that; Financial difficulties are generally experienced by both parents, especially immediately after separation. Generally children do not want to ask for help in getting in touch with the other parent. The two most difficult proportions of any visit are saying “hello” and “goodbye”. In all families; life causes parents to be absent at times.

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1 Stone, Glenn. (2006) p. 15 2 Irwin, Sarah (2000) p. 4-6 3 Hayward, Stan (2002) 4 Yarosh, S. et al. (2008) p. 192-202 5 Fox, G. L & Blanton, P. W. (1995) p258-273 6 Peters, B. & Ehrenberg, M. F. (2008) p. 97-103 7 McIntosh, J. Et al (2009) p. 3 8 Solomon, J. & George, C. (1999) p. 5 9 BBC News (2011) 10 Mo, Weimin (2007) p. 30 11 Kruk, Edward (1991) P. 196 12 Aguila, Almond Pilar N. (2009) p. 97 13 Munsch, J. Et al (1995) 14 Hoffman, C. D. & Moon, M. (1999) p. 412 15 Lamb (2010) 16 Seagull, A. A. & Seagull, E. A. W. (1977) p. 13 17 Yarosh (2008) P. 3798 18 Raffle, H. et al. (2010) 19 Dalsgaard, T. Et al (2006) p. 147 20 Yarosh, S. et al (2009) 21 Yarosh, S. & Abowd, G. D. (2011) Images 1 Google Streetview, Leopold Street- Loughborough, 2011, www.googlemaps.co.uk 2 Google Streetview, Mayfield Drive- Loughborough, 2011, www.googlemaps.co.uk 3 Roath_Park_Mark, School Run, 2009, www.flickr.com 4 Aanita Ice cream with dad, 2006, www.flickr.com 5 Gaijin Bikers, Lin with grandma, 2006, www.flickr.com 6 Rahuldeebee, Waiting for Mamma, 2007, www.flickr.com

Connectivity

Distance Communication Communication is how we express ourselves to inform others, it can generate emotional response, understanding, and discussion. Through communication we relate to others. Communication can be direct and indirect; it can be spoken or written words, or through body language. Today people's lives are embedded with communication technologies; forming an integral part of social systems and the home environment.

General

'We now live in a world where even no-distance relationships depend highly on mediated communication' 1. It is affordable and instant; to make plans, check details, to remind someone how you feel, or simply to catch-up. For separated parents and young children there is a strong contrast in the use and desire for communication. Whilst absent parents often use distance communication technologies to maintain an active role, children instead prefer to enjoy their time with the present family and focus on the eventual reunion with the absent parent 2.

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Connectivity Topic

'Seeding conversation' is found to be difficult without common reference point 3, 4; initiating conversation with young children is difficult unless it's on a topic where they have something to say of shared interest. Separated parents and children mentioned that they would often think of topics that could be discussed, but forget by the time the conversation occurred 5.

Parents have been found to enjoy conversations 'having to do with learning about the child's day and finding opportunities to provide support' 2. However, the most meaningful conversations for children focused on the reunion; 'comforted by â&#x20AC;&#x153;counting down the daysâ&#x20AC;?' 2. This could reflect the child's way of dealing with separation; focusing on the reunion. Laia (London) had spent a Christmas away from her son when he was 8 years old. She had gone to India and arrangements were made for her son to stay with his non-residential father. Laia left her son with an advent calendar; a calendar to countdown the days to Christmas, she had transformed into a countdown till their reunion. Each day there is a small door to open; her son could open it to find a hidden surprise. Laia had filled the advent calendar with sentiments. Some examples of what the doors revealed included; grains of rice [India], notes 'enjoy football' [knowing he would be doing it that day], instructions 'ask your father for parcel X', and countdown 'only 5 days left till I see you!'.

Set- up

In order for communication to occur via technology 'both parties must have similar resources' 3. In the circumstances that either person is in an infrastructure poor area; permanently or temporarily (including frequent relocation for work) the use of communication tools, and the unavailability of supporting services affects use and contact 2.

Factors that can influence children's use of communication technology include the 'confidence of parents to scaffold use, location of hardware and their use by other family members' 6. Parents can also be wary of letting young children use computers independently 'in case she/he caused damage or loss' 6. 'There are few venues for young children to share thoughts and feelings with the distributed parent as they occur' 3. Synchronous communication is typically is scheduled/ occurs during a pre-established window of time 2. Contact between parents and young children (5-10yrs) is usually synchronous, as young children do not have access or ability to use asynchronous communication technologies independently.

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Connectivity Video use

The majority of families using video-chat use built-in webcams .

Many studies have recognised the visual nature of video-chat having great potential in connecting distributed families 2, 7, 8, 9 . 'Video seems to be a better match to young children's developmental stages' 8. Parents and children find this form of distance communication activity to be more engaging, family's frequently express enjoyment in the show-and-tell activities 2, 7, 8. Video-chat also allows distributed families to more easily share context 9. Video-chat enables relatives to use 'visual cues as a source for finding topics to bring up' with children 7. The voice channel's was found to 'elicit, clarify and interpret' what is visible 10.

Children enjoy video-chat as they enjoy seeing themselves on screen, the sensation on being on the television 7, 10; this was also observed in my own testing. Young children, less interested in conversation, can 'assert their own participation more easily by putting something (an object, their body) in front of the camera rather than needing to find words to share' 7. Frequent video-calls are thought to make 'rarer in-person visits easier and more natural'; distributed families, including absent parent and grandparents, use video-chat to witness the rapid changes of their children/ grand-children and to have a sense of being there with them 7. Multiple family members can join the chat; 'families talked about the synergy that occurs when multiple children are able to talk to the parent together' 2. Despite video-chat appealing more to children, and seeming to fit their developmental stage, in Ames et al. (2010) study, behavioural issues rooted in boredom or frustration were still found to occur. Ames et al (2010) concluded video-chat fails to 'accommodate children's physical needs' 7. Distributed families are now using video-chat services (inc. Skype) as an affordable choice to keep in contact, especially when living in different countries 7, 8. Ekua UK mentioned in her daughters (11yrs) use of skype to connect with her father (separated, now resides in Canada) the visibility of the background was not felt to invade privacy. Instead Ekua was happy that the living conditions of his daughter are visible, an openness, a reassurance in the fact she is caring for their daughter. Ekua would typically stay out of the frame. Privacy was also less of an issue as her daughter and ex-partner could communicate in German, a language she doesn't understand.

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Connectivity Virtual Togetherness

There are two factors that are important to create this virtual togetherness; 'presence in a common virtual environment and communication between them in this environment' 11. Internet and mobile systems have created infrastructure to act as 'venues and not just tools for relationship maintenance and development' 1.

Virtual worlds are now allowing people, including friends and family, to meet in a common environment online, as an avatar 11. In the virtual world you can chat, observe the same happenings, and engage in the same activities together, even in absence.

Phone use

Adults generally admitted preferring to use the phone, to video-chat, because it enables them to walk around and do things while on the call 2, 7. There is also less need to prepare for the chat; in terms of 'fixing' themselves or the background, to look more presentable.

The phone however was admittedly not a means of engaging with children, parents simply use the call to 'check-in' or say 'a quick goodnight' 3. â&#x20AC;&#x2DC;Audio-only communication is very difficult. Parents mentioned that in-person they use the child's expression or manner to inform how they guide the conversation' 3.

Asynchronous Messaging Young children have little independency in sending asynchronous messages. Email and SMS are generally supported and sent from the a parentâ&#x20AC;&#x2122;s computer or phone. Hand written notes can be made, but the postage system requires help from an adult in mailing anything to distributed family.

Text messaging (SMS) is understood to be an important communication technology for older children 2. This could be through reduced disruption of households, compared to calling, there is also reduced immediacy of attention.

Distance communication alternatives:

9 Elena (25yrs, Italy) was lent a scarf by her mother, they live in different countries, the scarf held the smell of her mother. Elena was comforted by this item; it connected her to her mother.

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Although communication technology has infiltrated our lives there are alternate means of maintaining a connection in absence. Objects holding sentimental value/ associated things can remind us how we feel about a person. 'Another way of increasing closeness may be letting the parent know when they are engaging in the same activity' 3 increasing the sense of commonality to facilitate the family relationship.

Connectivity Further

'Desire for privacy is often seen as a deterrent to divorced families adopting new technologies'; privacy of the personal life of each parent, the child's security/ preventing unwanted contact, and for each parent to avoid the sense of ‘spying’ or ‘stalking’ on their daily care for the child 5. When researching communication technology with regards for children it should be noted that there is a hesitation to expose children to anything that could have a negative impact on children's emotional, social and cognitive development 6; people remain wary of young children using mobile phonespotentially harmful radiation.

10 Summary

For both children and parents the best conversations are related to their reunion. Parents also enjoy conversations about the child's day and finding opportunities to provide support.

'On a typical day, the mean number of minutes children engage in screen use (including watching television, watching videos/dvds, using computers, playing console games and playing hand-held games, such as Gameboy) was 126, which is 2 hours and 6 minutes' [UK] 6.

For communication via technology to occur both parties must have similar resources. -Although parents can be wary of letting their children use their computer through fear of damage or loss. Parent's confidence to scaffold use, location of hardware, and use by other family members can impact the level of use by the child. Although difficulty in coordinating a time and space, as well as efforts to present, deter regular use of videochat can also reduce the level of use. Children and parents enjoy video-chat and the ability to showand-tell. Children also enjoy seeing themselves on screen. Video-chat could better support children's physical needs. There are few venues for young children to share thoughts/feelings as they occur. Independent asynchronous communication is not accessible to younger children. 'Seeding conversation' difficult; without a common reference point parents have to expand a lot more effort in getting the child involved. On one hand privacy is important factor in the circumstances of parental-separation to manage tension, but sharing context can reassure both parents of the child’s overall well-being. Technological communication systems can be venues, not just tools. People can be connected in low tech ways; the feeling of holding something with sentimental value can be powerful.

1 Aguila, Almond Pilar N. (2009) p. 95-97 2 Yarosh & Abowd (2011) 3 Yarosh, S. et al. (2008) p. 197-198 4 Yarosh, S. et al (2009) 5 Yarosh, S. (2008) p. 3798-3799 6 Marsh, J. Et al (2005) p. 11-39 7 Ames, M. G. Et al (2010) 8 Follmer, S. Et al (2010) p. 49 9 Raffle, H. et al. (2010) 10 Freed, N. Et al (2010) p. 71-74 11 Albuquerque, A. L. P. & Velho, L. (2001) Images 1 Parker, Darel., Man and his cat, 2009, www.flickr.com 2 Apples-almonds, Advent Calender, 2010, www.flickr.com 3 Maxivida, Chatting with grandma, 2011, www.flickr.com 4 Woodleywonderworks, Show and Tell- the rain game, 2008, www.flickr.com 5 Hillary, Mark, Skype on Boxing day, 2010, www.flickr.com 6 KidzConnect, virtual street fair, 2010, www.flcikr.com 7 Wahko, Tiffany, Child on a Blackberry, 2009, www.flickr.com 8 Green, Joe, Note from my Daughter, 2008, www.flickr.com 9 Gracia+Louise, Winter Ready, 2011, www.flickr.com 10 Taraflyphotos, Kids Raiding Mom’s Room, 2005, www.flickr.com

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Related works of others

1 MessageProbe & VideoProbe (2002)

HCIL, UMIACS, CS, University of Maryland MD [US], LRI, INRIA Futurs, Universite de Paris-Sud [FRA], CID, NADA, Kungl Tekniska Hogskolan [SWE].

2 Family Story Play (2010)

Nokia Research Centre (Palo Alto), Sesame Workshop (New York) & Tangible Media Group; MIT Media Lab (MA) [US]

MessageProbe; a digital notice board on which family members distributed across a number of households can post hand-written messages and drawings. VideoProbe; a network for image capture and sharing between different family households.

Collaborative reading activity connecting young children (2-4 years), supported by a parent, to distributed grandparents. Elmo is implemented to further engage the child. 2 reading platforms are linked enabling synchronised reading to be shared between the child and grandparent. The platform seeks to deliver learning, and inter-generational values.

Both resulted in playful use. MessageProbe: noughts and crosses was played. And VideoProbe: saw hand-written messages shared via taking the picture.

In testing grandparents found it frustrating their grandchildren gave more attention and interest in the media character; Elmo.

5 Dollhouse (2010)

6 ShareTable (2009)

N. Freed, W. Burleson, H. Raffle, R. Ballagas, N. Newman Decision Systems Engineering, Arizona State University & Nokia Research Centre, Palo Alto [US] Connecting distributed playmates (5-10yrs) via communication technologies embedded/integrated into two inter-connected toy doll's houses. Imaginative play allows dolls (and the children) to communicate via small scale interfaces resembling existing 'real-life' technologies. In testing some children were observed engaging in 'parallel rather than shared play'.

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S. Yarosh, S. Cuzzort, H. Muller, G. D. Abowd GVU Centre, Georgia Institute of Technology [US] ShareTable aims to engage separated (inc. divorce and work) parents and children (7-10yrs) in learning and play activities via linked communication platforms, in the form of two interconnected workspaces/tables. Synchronised, the tables allow conversation and directions to be received audibly and the surface contents of one table are projected on to the other, allowing for collaborative 'physical' activities. [At working prototype stage] The current set-up is extensive and requires significant set-up in terms of space and technology.

3 Level of Privacy (2006)

4 Feather and Scent (1996)

â&#x20AC;&#x2DC;Different levels of isolation, according to a person's online behaviour and living arrangements.'

Feather; Aims to indicate and express when a travelling partner is thinking of the other. When the traveller holds a picture frame of the other, at home a feather levitates in a transparent tube. Scent; holding the same picture frame the traveller activates the release of a pleasant smell within the home (through heating scented oil).

Cristina Bilsland InnovationRCA, RCA [UK]

Consideration of how privacy can be required and facilitated when indulging in online behaviours, virtual interactions (eg. online affair).

Rob Strong, Bill Gaver Computer Related Design, RCA [UK]

Scent is a powerful tool. Even if the home partner misses the instant of the traveller thinking of them, the smell lingers. The smell could also be something personally significant.

5 Virtual Intimate Objects (2005)

6 Story Places (2010)

J. Kaye, M. K. Levitt, J. Nevins, J. Golden and V. Schmidt Information Science, Usability Engineering, Ithaca NY [US]

Tangible Media Group, MIT Media Lab (MA) & Nokia Research Centre (Palo Alto) [US]

A low bandwidth software for communicating intimacy for couples in long-distance relationships. A taskbar activity allowing each user to click upon a number of circles where colour change occurs, the other user can see this activity. The colour change indicates presence and delivers a gesture.

Allowing children (1-7yrs) and distributed family members to be united within a storybook upon the computer screen. The background changes as the pages of the story book are turned, allowing the child and distributed family member to follow and be part of the story, in the context of the book.

The minimal effort this device required was well received, however the reciprocal nature of this interaction in some cases led to competitive interaction, or discomfort when one user does not engage as desired.

In testing the result became a shared activity with companionship allowing for relaxed, imaginative play as story characters.

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Direction

Design Reflection

Following an understanding of the context; parents, their children and the situation of separation, this chapter hopes to clarify the design direction and my personal stance. Designing to, (Re)connect absent parents with their children (5-10yrs); following parental separation. A key objective is to propose a conceivable solution that could be implemented today. As a designer with a social sensitivity, but also understanding and knowledge of existing technologies and materials, my objective is to exploit possibilities that have not yet been realised. Through designing in response to today's situation, bringing together existing components, the resulting design can be completely feasible, in terms of its fabrication, affordability and distribution to the consumer.

Keeping it simple:

Today a lot of things are possible. However I wish to design in a way that ensures acceptance and affordability, in the eyes of the people I'm designing for. I intend the solution to be low-tech, relatively simple design, low investment with high emotional value. Investment refers to not only affordability in terms of cost, but also it terms of time, effort, and comprehension. Especially in the instance of designing for children, and even

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more so in the instance of connecting people where conflict/tension may arise, the solution needs to be trustworthy. A simple design, which is plausible, honest and people can comprehend easily, lowers concerns and leads to greater acceptance.

Keeping it 'Real':

Within the context for which I'm designing there is a collision of natural behaviours and digital affordances.

Current popular forms of communication technologies don't support natural behaviours and interactions. We are finding ourselves communicating and living via screen's (generally in a seated position). These technologies allow for the exchange of information more than emotional expression. Particularly in the instance of designing for young children (510yrs), a moral sensitivity and responsibility should prevail. The design will be directed to support primarily the needs of children, following a realisation that current forms of communication technology inadequately support their developmental abilities, natural inclinations and behaviours. Although the needs of the parents are considered; parents should feel confident and comfortable at transferring parental values and receive a positive sensation from allowing their children to act naturally. In this way I hope to support a more natural interaction and relationship between the two, in a more enjoyable form.

Direction

Related quotes of inspiration:

'We spend so much time immersed in virtual worlds, there is now a backlash towards reconnecting with the physical. But real and virtual are far from irreconcilable and the real innovation will take place in the ambiguous territory between the two' 1.

1 Hooper, Mark (2010) 2 Yarosh, S. & Abowd, G. D. (2011) 3 Strong, R. & Gaver, W. W. (1996) Image references can be found in the previous chapters

[In the design and use of current communication technologies] 'We are implicitly supporting the desires of the typical parent over the desires of the typical child' 2. 'Systems supporting collaboration tend to share three characteristics: they rely on relatively explicit communication acts, they stress the exchange of information, and they support goal orientated activities. In everyday life on the other hand, sociality is often more a subtle and delicate thing' 3.

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Concept

Research to Design

The research question (Re)connecting absent parents with their children (5-10yrs); following parental separation, led to the development of Seed. Many young children lose contact with their non-residential parent during the first few years following parental separation. This can be the consequence of combination of factors including; geographical distribution and difficulties adapting to a new parental role. A further factor seemed to be inability to relate; spending time together intermittently, whilst the child is changing rapidly can be awkward, through a lack of association. Young children (under 8yrs) also primarily conceptualise relationships as being together. In order to support the absent parent-child relationship, to generate a bond/attachment; greater access, continuality and commonality seem necessary. Communication devices, such as computers, laptops and mobile phones, allow for greater accessibility of individuals, despite absence. Exploring the current use of such technologies by young children (5-10yrs), research highlighted the positive benefits of video-chat technology in allowing absent family to share and relate visually, in real-time. Although without a common reference point, topic of interest or visual stimuli parents can still find it extremely difficult to engage young children in its use. The current set up of videochat was also noted to not support young children's physical needs, and some parents expressed hesitation at letting young children use their computer, through fear of damage or loss.

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The initial Seed concept was developed as a platform/ tool, for young children's use of video-chat services following recognition of the importance of motivation for the call and the preference to visually share interests. The activity of growing seeds was chosen for several reasons. It is a gender neutral activity, likely to equally engage boys and girls that could be implemented by the non-residential parent (mother or father). It is a progressive activity in which growth is visualised day-to-day. Growing things also teaches children an understanding of natural processes, and an appreciation of dependency; supportive of the development of coping strategies used with young children following parental separation. Although the primary purpose of the design is to establish a connection in absence the product seeks to provide and encourage activities and results when together reinforce parental values and skill development. -Choosing what to grow can allow children and parents to engage in reading and the decision process. -Plants can be transplanted in Summer to produce further outdoor gardening activities. -The growing of fruit and vegetables can also encourage healthy eating.

Concept Friedrich Froebel (1782-1852), envisioned the principles behind kindergarten. â&#x20AC;&#x2DC;Children are like tiny flowersâ&#x20AC;&#x2122;- with minimal structured input, left to play and explore, each can grow and develop/blossom in their own beautiful way.1

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Concept

The concept, Seed, is a small green-house given from parent to child, to nurture seedlings, integrated with communication technologies allowing the parent(s) to monitor the progress and communicate to the child via the internet.

development and growth. The well-being of the plant can also be indicative of the absent-parent child bond; if the plant has been well looked-after it has been done in support of their relationship.

A key aim of the concept is to offset the direct interest of the parent in the child's health, well-being and development. Children are naturally less defensive, and more eager to talk about something exterior, especially when it is something that they have worked to accomplish/achieve. The activity of nurturing plants from seeds forms a shared interest, and conversation starter (seeding conversation).

Simply opening up the device and leaving it open whilst 'about' the child and parent can have the sensation of company, it is intended to be a presence enabler.

The plant metaphorically represents the child's well-being,

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A further key value to the Seed is its portability. Belonging to the child the tool/platform can be carried home-to-home, always able to connect with the absent parent. In this sense the Seed is intended to be a constant piece of home.

Concept Wow, I see the plant has grown a lot..

Yes, Dad I watered it everyday...

A CONVERSATION STARTER /ICE BREAKER

A SHARED INTEREST /SHARED ACTIVITY

A SHARED PRIVATE SPACE FOR MORE INTIMATE DISCLOSURE

TO DEMONSTRATE TRUST /SHOWING BELIEF Sllurrp..

Bbrrr...

Sllurrp..

Bbrrr...

A CONSTANT PIECE OF HOME WHEN BETWEEN 2 HOMES

THE SENSATION OF COMPANY /PRESENCE ENABLER

TO ENABLE ACHIEVEMENT /REWARDING RESULTS

EASILY ACCESSIBLE /EASY TO INITIATE

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Concept

ASSEMBLY

READING

Planting Seeds

Cultivating plants is a gender neutral activity. It is an exercise coupled with effort and reward, whether the focus is growing vegetables, fruit, flowers, or other plants. Growing plants from seeds can be enjoyed all year round indoors. The activity of growing a seed to a plant can last 412 weeks. The pace of growth is significant, day-by-day there are small changes, this means that when the child and parent engage intermittently there is something that has changed, and therefore something to talk about. The seedling also need intermittent attendance, the platform will need to be entered once every few days to provide water;

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ensuring regularity of use. Learning about natural processes is an important part of childhood education and appears upon the curriculum of primary schools (UK; 5-10yrs). The nurturing of plants or animals is good for children's development; empathy for other living things can derive from a child's understanding of plants dependency. Growing seeds takes time. Children today are confronted with many objects and experience which give immediate reward and satisfaction. The growing of the plant hopes to initiate an appreciation of patience and persistence.

Concept

GARDENING

COOKING

The platform has not been specifically designed for the growth of a particular plant, it has been left open, to allow families to decide what venture to embark on, to follow their independent interests. 'Good things come in small packages' an English saying (idiom). Seeds are small and lightweight, they can be posted easily and far (subject to customs regulations), delivering small sentiments that can grow into something big and meaningful.

EATING

The name; Seed

The product name Seed refers to the products function and purpose; it is a place to plant seeds, but more than this is it a tool to enable parents to seed conversation. A seed is something that is planted, it is natural, and it grows to become something bigger. Seed plants other activities together. I feel the name also refers to the desire to plant and nurture a relationship. Seeds are also small like their intended user, the name is easy, and child friendly. Further to this the consideration of a collaboration with Skype (discussed later), seeing Seed as a physical application. Seed could also be considered to plant Skype in family households.

1 Gordeeva, Tatyana (2011)

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Testing

Working Prototype Experiences:

[child and parent can hear each other speak]

A working prototype model was created to understand the application of Seed in family life. The testing was a scheduled (~1hour) to provide feedback on the design form/language, concept and interest of both children and their parents. Testing in family household environment gave the child and residential parent a clear idea of how the device could work within the context of the home. (2-9 April 2011) The research involved 5 family households, 3 additional families joined the testing at these households. Altogether 9 parents and 10 children, aged between 4-10 years, contributed to this research. 3 children had separated parents. Children of intact families were involved in the research by

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relating use of the concept to connecting with another family member (e.g. Grandparent). Children and their parents involved in the testing research all reside in the UK.

Prototype Functionality

The design incorporates 2.4GHz Wireless Webcam (â&#x201A;Ź35- 40 Amazon). The computer/laptop also displayed live video feed. Video-calls could also be initiated/ ended via Skype to known contacts on the computer/laptop. Both parent and child were in the same room during testing so no microphone or speakers were used (as shown in diagram above).

Testing

The majority of children (4-10yrs) reacted to the design, and interacted with it as a toy, a station for relaxed, free play. Saw the activity of growing something as fun, and wanted to initiate it. Three children wanted very much to water the plant (Harry 6, Isabel 6, Amy 4); all 3 children watered the plant with a lot of care and attention, adapting a little-by-little approach, aware overdoing it would be detrimental.

More mature children (9-10yrs) reacted to the design as a responsibility they would attend to. Appear to be less instantly engaging, but something that would see them involved intermittently. Comparable with a science project that takes time. It reminded Laia and her son (10yrs) of a science kit they have set up from the Science Museum.

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Testing

The idea of collaborative self- assembly, of the product, was seen as a great way of initiating the product. Harry (6yrs) a keen kitassembler together with his grandfather, saw there as being room for customisation “I could put lights in there” “and stickers”.

Children's interest with seeing their input on screen was significant. They enjoyed directing the screen visual. Four year old, Ryan has a current fascination in ladybirds (red bug with black dots) he saw the prototype as a place he could 'keep them'. During the testing he ran into the garden and fetched one. He enjoyed placing it in the pot and closing it up. He then playfully went to the laptop with the hope of spotting it.

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Testing

In families with more than one child, the children explore the prototype together, creating a much more lively play interaction and subsequent video-call with their parent.

Explaining how the webcam could be accessed via the internet upon a secure website for live video feed, several parents commented how they could imagine notes could be left inside to be read and received by the absent family members. One young girl (~9yrs) wrote a note together with her mother with the idea her grandma could read it, it was placed within the prototype over the plants. Positioning it was more difficult than originally perceived.

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Testing

Wireless Wireless

[The Internet]

Above diagram: Skype call set-up

In explaining the prototype younger children (4-6yrs) could not understand, or imagine how it worked. As it looked like a greenhouse, not something with technology. In all cases a demonstration of the video-feed to the laptop was used to allow children to understand what happens. All children quickly understood tilting the camera up their face was shown on the screen, and tilting it down the plant was shown. In Laia's home testing session it was commented how the design could have been used by the friend's family; his younger sibling had been in hospital for leukaemia treatment. The brother of this child felt the design would have been a good thing to have in a hospital; the combination of direct and indirect communication. He through the aspect of being able to talk directly, or leave the platform 'open' for company, even to have the product and plant to liven the atmosphere, to be more homely. Claire and her son Harry also discussed the possibility of using it to house 'pet insects'. But jointly decided in Harry's bedroom he could be unpleasant (if they escaped). The handle holes were noted to be too big, and would be a big discouragement to keeping insects inside. Other Qualities of the Design Adults remarked how the overall aesthetics fit well in the family household; they could imagine it in shared or private living space. Parents were also pleased about the 'positive values' the platform aimed to deliver; such as patience,

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nurturing, and healthy eating. Parents queried the use of glass/plastic, saw it as potentially hazardous (Jane, Claire, Fiona); especially in carrying the product (Jane). The structure was generally seen as being weak, not resistant enough (Jane, Claire). This may relate to the material thickness, and the small hinges. One parent also noted how the part which moves (tilting camera) controlled hastily by the excited child should be particularly durable to use (Claire). The colour of the wires in the model made them susceptible to attention, as indicated by Jane (Isabel 6yrs). The was also an initial difficulty in seeing the handles, although once learnt the child knows (Isabel 6yrs). In all cases the prototype was positioned upon a table surface, in several houses mothers put a table protector (mat) beneath the model, this may have been through consideration that it could have damaged the surface. In prompting an opinion from participants (children and adults) they indicated they felt that the size was appropriate for the activity. However in seeing children carry the design it seemed over-sized.

Testing

Above: Stills from webcam

Discussion

The prototype and design concept were both well-received by young children and their parents, all children had someone they could relate use of the design towards. Seed was received as tool to enhance inter-generation relations. Engagement Facilitated Whilst the collaborative self-assembly activity would allow for immediate engagement and reward, subsequent interaction is less instantly engaging. The product does not offer immediate over-whelming attraction, but does have a charm, and intends to increase its value over time; like any sentimental object and enduring relationship. These qualities could be evaluated over a longer testing period with real connectivity to an absent family member. Screen Children found the screen highly engaging and entertaining, the screen initiated solo- performance based demonstrations. However once the initial fascination with the screen had passed (and the screen removed from view) children were able to settle and communicate with their parent. The screen poses an interesting and significant question; should a screen be integrated in the design? Users Seed is a product developed in response to the need to connect children with absent parents, following parentalseparation. However, the design is in fact a child-friendly

platform, to enable young children (5-10yrs) to connect with older family members. Hospitalised children (or parents) could also be comforted by the connection Seed affords in absence. Other circumstances of distributed family members include work-separation. Even within the context of the nuclear family, other family members are distributed/ absent; such as the relatives named during the testing. Inc. grandparents.

Conclusion

Seeing how children playfully approached the prototype, and how the design fit within the context of the family home has confirmed several of the design's present qualities. The product development will significantly benefit from the insight gained into the importance of the choice of the material's; safety and durability. The scale and weight of the product will now be developed with a greater appreciation of children's abilities and relative ergonomics. Following adaptation of the design, further testing of distributed families, where the prototype could be set-up for duration of time would be the next step. In order to understand long-term engagement and value, as the child grows and develops. It could also bring about more creative use of the platform, such as the suggested ability to leave notes. This further testing could potentially indicate whether the relationship and/or bond between the child and distributed family member improve as a consequence. Focusing on parental-separation, continued research should

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Product

Derek (29) Travels internationally for work, he can regularly be away from his children Luke (9), Paul (8) and Claire (6) for 210 days.

Will (29) Works long days. Monday to Friday he sees little of his son Sam (9).

Lucy (31) Her daughter Emily (6) is in hospital frequently.

KM Peter (70) and Margret (68)Live on another city to their daughter and her children.

John (38) Sees his children Ben (10) and Lucy (7) every other weekend.

Benefiting families Whilst Seed is a product designed to (Re)connect absent parents with their children (5-10yrs), there is significant potential for this product to benefit users beyond such circumstances as parental separation. Also used in other circumstances of separation such as work or hospitalisation Seed could comfort parents and their children. This product could benefit any distributed family member wishing to connect with young relatives (such as grandparents, aunties/uncles, god parents). Marketing the product at a wider user-group would make it a more commercially viable product, leading to greater acceptance and therefore uptake and trust. In turn in-directly benefitting more distributed families than if the product was

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marketed as a special product for families affected by parental separation/divorce. Distribution through recreational/ educational museums, attractions and theme parks could see the in-direct targeting of non-residential parents; typically engaging in weekend leisure activities with their children. Further channels of distribution could include technology stores; as an alternate webcam purchase. Seed could also be considered a physical 'ap' (application) for Skype. Sold upon the internet via Skype, or upon internet based market places such as Amazon/EBay the product could be accessible to all. The product could seek promotion and acknowledgment from online (and offline) communities with a specific interest in parenting in situations of separation.

Product

1 Commercial Viability

To distribute the product through the outlined channels cost is an important factor. To penetrate the main stream market, the product must be sold at a reasonable price; it should also be perceived to have commercial value to obtain interest and investment. The design must also appear suited to the places/platforms of distribution within the commercial environment. Related design considerations about fabrication of the product affect cost. Also the aesthetic/ material language will impact the products commercial viability. Developing the design further to suit wide-spread distribution, mass production techniques should be employed and material choice reconsidered. Although plastic was initially disregarded, the material properties are very much suited to the product; water retention, transparency and affordability (through low waste, large scale production techniques). Moulding techniques also allow for much more fluid, characteristically child-friendly forms. Certain types of plastic age well, are very durable, and can have excellent UV resistance. Most plastics can also be recycled.

Making Seed relatively cheap/affordable can mean people with financial difficulties (such as parents just separated) see it as a more justifiable purchase. Keeping cost's at a level only slightly higher than the cost of the technology, makes Seed a reasonable alternative, than simply buying a webcam. The small added investment should be perceived to have equaled if not greater value; obtaining benefits and intrigue beyond the technology.

Market Stats:

England's young child (5-10yrs) population approximately 3.97m (2010); expected to rise to 4.51 million in 2018 1. Science Museum: An average of 2.5 million visitors each year; 1.3 million visitors in family groups. The majority of visitors (53 per cent) come as part of a family group, i.e. a combination of adults and children. Science Museum visitorbase has a 50:50 gender split. Over a third (36 per cent) of all our visitors are children (aged 16 years or under) 2. In October 2006 the Skype population was 135.9m; since the number has grown 3.

Plastic could also in terms of material language better communicate the association with technology, aiding young children's comprehension, of- what it is...

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Product Skype- Seed?!

Skype is the leading, popular, communications service for internet enabled video-chat and calls. Skype is a brand offering their service through free downloadable software, providing a free user-to-user service, to connect people with people. It is used in the context of both business and pleasure, and has been popularised through use and recognition on chat-shows/ documentaries, and becoming an integral feature of new, internet enabled, smart devices (including smart phones, digital televisions and iPods). Predominately a computer-computer service, former CEO Josh Silverman had expressed intentions to 'make Skype ubiquitous', 'putting Skype into all forms of devices and building Skype into all sorts of other platforms'4. The problematic aspect of Skype is its popularity as a free service, which had made it unpopular to invertors 5. Skype is respected by the public for a seemingly do-gooder outlook, the brand promotes connecting for life enjoyment and obtainment. Connecting families and increasing accessibility to education, despite boundaries are prominent stories upon Skype's 'User Stories' within a 'Community' Blog 6.

Celebrating Easter together 14/04/2011

Big brotherâ&#x20AC;&#x2122;s away at university 5/11/2010

Grandma (Italy), granddaughter (UK) 5/11/2010

Distributed cousins chat on Skype 5/11/2010

Skype interne scavenger hunt 30/06/2010

Skypeing sister unable to visit her room 15/06/2010

What is Skype?; 'Skype is for doing things together, whenever you're apart'6. Founded in 2003, based in Luxembourg, Skype (2011) states 'our purpose is to break down barriers to communication'6. Both Seed and Skype have shared intentions: to breakdown communication barriers and to facilitate doing things together when apart. Associated with Skype, Seed would benefit through being part of a trusted, respected brand, increasing commercial interest from investors, distributors and consumers. Skype would be able to target the families of young children, increasing their consumer base, and engaging the young (for potential future brand loyalty). Skype would also benefit through continued marketing of a moral social conscience, which is a factor which continues to gain the respect of today's consumers.

1 Department for children, schools and families (2010) 2 Science Museum (2011) 3 Skype Community (2006) 4 Josh Silverman (2009) 5 Synder, Chris (2008) 6 Skype (2011) Images 1 Nige B Launchpad, 2011, www.flickr.com 2 Skype Play Blog Virtual Passover and Easter Meals, 2011, blogs.skype.com 3 Skype Play Blog How Skype changed my life (part three), 2010, blogs.skype.com 4 Skype Play Blog How Skype changed my life (part two), 2010, blogs.skype.com 5 Skype Play Blog How Skype changed my life (part one), 2010, blogs.skype.com 6 Skype Play Blog A Skype comedy moment, 2010, blogs.skype.com 7 Skype Play Blog Video calling at the UCSF Childrenâ&#x20AC;&#x2122;s Hospital, 2010, blogs.skype.com

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Wireless

[The Internet]

Wireless

Skype Chat- Direct communication (Audio and Visual)

Wireless

[The Internet]

Live Stream- Secure website (Visual)

Seed systems The two diagrams above indicate the working set-up of the final design. The communication is asymmetric. In direct communication parent-child via Skype technologies, the child is not communicating directly to a screen. The child is the director of the conversation/ connection. The adult can also view live streaming of the webcam from upon a secure website. This reflects the unbalanced relationship between the two, and the additional desire of the parent for reassurance of their childâ&#x20AC;&#x2122;s well-being. While this access is only in-direct, its is felt that the well-being and progress reflected in the growth of the plant will metaphorically represent the child. Giving the parent comfort.

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Package Hi Amy, the plants are looking great! Super job!

Yes Daddy!... they are ready to go outside

User Information What is Seed?

Seed is a communication tool and platform, for young children (5-10yrs) to engage in nurturing seedlings with distributed family members. The aim is to connect absent older generations with young relatives. It is a commercial product, utilising a popular online networking service; Seed is a physical application for Skype. Seed aims to connect, beyond facilitating communication, it aims to support the development/continuation of emotional bonds between child-adult. Seed is a small, portable, house in which seeds can be planted and nurtured. Absent family members can monitor progress, and 'check-in' on the child (and plant) via a webcam and microphone contained within the product.

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Why should families use Seed?

As families are becoming increasingly distributed, our children's close family networks are becoming smaller. Seed is an inter-generational tool which seeks to connect family and bring them closer together. Beyond the current use of Skype upon a computer/laptop, Seed aims to provide an interest, and most importantly in the mind of the child; it facilitates a purpose for conversation. Distributed families meet periodically. Seed can be given as a gift to the child, by a distributed family member. This family member might see the child less than they'd like to.

How do families set-up Seed?

Seed is easily initiated. It wirelessly connects to the internet via the home-network. It can be run through an existing household computer/laptop. Seed requires use of a Skype account; an existing account can be used, it is also easy and free to obtain a new one. (Note: Skype is a free internet video-calling service).

Child's security: Skype ensures strict security settings to prevent any unwanted contact from strangers. Inbuilt Li-ion batteries allow the device to be portable, recharged via USB ports/chargers.

Seed is a conversation starter, a shared invested interest, by which the child can more frequently engage and connect with distributed family. The child can share triumphs (and tribulations), and potentially the produce in future meetings (flowers, herbs, vegetables, fruit).

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Group 1

Handling; T+HUIS

The top part of Seed has been designed to be a Webcam that can be directed by the child, to show and share. A testing session to assess handling and use/play with boys (6-9yrs) at T+HUIS. (25/05/2011) It was fun. Group 1 directed a small movie. Group 2 played a guessing game between screen watchers and the camera operator.

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Group 2

T+HUIS

Is a centre organising fun, educational and creative activities for children (4-15yrs) in one of the poorest districts in Eindhoven. â&#x20AC;&#x2DC;Bringing people together to improve the greater neighbourhoodâ&#x20AC;&#x2122; 1. www.t-huis.info

1 T+HUIS (2011)

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Evaluation Did I design a product capable of; (Re)connecting absent parents with their young children (5-10yrs)? Seed, like its name implies, is the start of something. Seed might initially provide a format and purpose for distance communication, but over time it will facilitate a sensation of connection. Perhaps more important that direct communication, in-direct acts of commitment, sentiment/gestures of good-will in maintaining life inside the box, feeds further to visualise the child's thoughtfulness of the other.

The direction I took in addressing the research objective was focused on adapting current forms of communication technologies for use with existing services. There are of course many other ways to improve the connection between absent parents and their children. Products are coming to the commercial market as technologies progress. However, as people are continually becoming more geographically distributed, how we connect people should be reconsidered. The value of facilitating an emotional connection, as opposed to technological connectivity, should not be underestimated in the research and development of tomorrow's products and services.

Supporting the unbalanced relationship between adult and child; Seed is asymmetric. It looks to one side of the videochat communication, to support the child's needs, cognitive stage and naturalistic behaviour. Growing plants, is not a activity typically suiting children, it requires patience, and intermittent attention. In fact the young child is unlikely to remember, and might need reminding. The resident parent could prompt the child's attention (maybe even water it from time-to-time), whilst this is directly benefitting the plant, it is also an act that is in support of the other adult's relation to the child. Further development of Seed could look to how it might develop as the affordability of technology changes in time, similar small pet-projects could be considered- for example integrating the same technology into a hamster cage.

Cristie Blandford

Social Design Masters 2011/Design Academy Eindhoven

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References Aguila, Almond Pilar N., Living Long-Distance Relationships Through Computer-Mediated Communication, Social Science Diliman 5(1-2), 2009, p. 83-106 Albuquerque, A. L. P. & Velho, L., Togetherness through Virtual Worlds: How real can be that Presence?, PUC-Rio University & IMPA- Institute of Pure and Applied Mathematics, Brasil. 2001

Hutchinson, H. et al., Technology Probes: Inspiring Design for and with Families. University of Maryland MD, USA, Universite de Paris-Sud, FRA, Kungl Tekniska Hogskolan, SWE. 2002 Irwin, Sarah., Patterns of Change in Family and Household Structure and Resourcing, Workshop Paper 7b. Statistics and Theories for Understanding Social Change, 2000

Ames, M. G. Et al, Making Love in the Network Closet: The Benefits and Work of Family Videochat, Stanford University & Nokia Research Centre Palo Alto, USA. 2010

Ivens, T., Dunmore, P. & Warner, N., Growing up with Dad; fathers and their impact on substance abuse; Catch 22 publication Sept 2009

BBC News Divorcing parents can damage children, 2010, retrieved 1/05/2011 www.bbc.co.uk/news

Kaye, J. Et al., Communicating Intimacy One Bit at a Time, Cornell University, 2005

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Kruk, Edward., Discontinuality Between Pre- and Post- Divorce Father-Child Relationships, Journal of Divorce & Remarriage, 16(3), p. 195-228, 1991

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Lewis, C., Maka, Z. & Papacosta, A., Why Do Fathers Become Disengaged from Their Children's Lives? Journal of Divorce & Remarriage, 28(1), p. 89-117, 1997

Bilsland, Cristina., Offline Etiquette; the Impact of the Internet in Physical Space InnovationRCA. London British Library 2006 Chapman, Jonathan., Emotionally Durable Design: Objects, Experiences & Empathy Trowbridge UK, Earthscan 2005, p57-79 Dalsgaard, T. Et al Mediated Intimacy in Families: Understanding the Relation between Children and Parents, HCI Lab, Dept of Computer Science, Aalborg University, Denmark. 2006 P145-152 Department for children, schools and families, Statistical Release; National pupil projection's. OCR 08. London UK, 18 March 2010 Fathers4Justice, A Century of Fatherhood; F4J on BBC programme July 2010 [online video] www.fathers-4-justice.org 2010 Follmer, S. Et al (2010) Video Play: Playful Interactions in Video Conferencing for Long-Distance Families with Young Children. Tangible Media Group, MIT Media Lab MA & Nokia Research Centre CA, USA p49-57 Fox, G. L & Blanton, P. W. Noncustodial Fathers Following Divorce, Marriage & Family Review, 20(1), p. 257-282 1995 Freed, N. Et al., User Interfaces for Tangible Characters: Can Children Connect Remotely through Toy Perspectives? Arizona State University & Nokia Research Centre CA, USA p. 69-78. 2010 Galante, Joseph Now Skype wants to go corporate 2010 retrieved 2/5/2011 www.businessweek.com

Marsh, J. Et al., Digital beginnings: Young children's use of popular culture, media and new technologies. Literacy Research Centre, University of Sheffield, 2005 McIntosh, J., Burke, S., Dour, N. & Gridley, H., Parenting after Separation, The Australian Psychological Society Ltd. 2009 Mo, Weimin,. The Divorce Culture and Picture Books For Young Children, International Journal of Early Childhood, 39(2), p. 23-33, 2007 Munsch, J. Et al., Children's Perceptions of Their Relationships with Coresiding and Non- Coresiding Fathers, Journal of Divorce & Remarriage, 23(2), p. 3954, 1995 O'Neill, Rebecca., Experiments in Living: The fatherless family, CIVITAS 2002, retrieved 9/5/2011, www.civitas.org.uk Peters, B. & Ehrenberg, M. F., The Influence of Parental Separation and Divorce on Father-Child Relationships, Journal of Divorce & Remarriage, 49(1), p. 78-109, 2008 Piaget, Jean., The Language and Thought of the Child. [English ed. 2002] 3rd Edition. Oxon: Routledge, 1923 Raffle, H. et al., Family Story Play: Reading with Young Children (and Elmo) Over a Distance, Nokia Research Centre CA, Sesame Workshop NY & MIT Media Lab MA, USA, 2010

Gaver, B., Designing For Homo Ludens, Still, Interaction Research Studio Goldsmiths, University of London, UK. 2007

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Hayward, Stan., Coping with Parent Alienation Syndrome; London Branch of Families Need Fathers, 2002 Hoffman, C. D. & Moon, M., Women's Characteristics and Gender Role Attitudes: Support for Father Involvement with Children, The Journal of Genetic Psychology, 160(4), 411-418 2009 Holahan, Catherine., At Ebay, Is Skype There to Stay? 2008 retrieved 2/5/2011 www.businessweek.com Hooper, Mark., It's the real thing. Viewpoint #27 [Magazine] 2010

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Skype, About Skype, 2011 retrieved 17/03/2011 about.skype.com Skype, Play; innovative ways people are using Skype, 2011retrieved 1/5/2011, blogs.skype.com/play Skype Community, Our Population, 2006 retrieved 1/5/2011 forum.skype.com Snyder, Chris., Ebay's Skype a Tough Sell to Investors, 2008, retrieved 2/5/2011 www.wired.com

Solomon, J. & George, C., The development of attachment in separated and divorced families, Attachment & Development, 1(1), p. 2-33, 1999 Stephen, E. H., Et al., Near & Far: Contact of Children with Their NonResidential Fathers, Journal of Divorce & Remarriage, 20(3), p. 171-191, 1993 Stone, Glenn., An Exploration of Factors Influencing the Quality of Children's Relationships with Their Father Following Divorce, Journal of Divorce & Remarriage, 46(2), p. 13-28, 2006 Strong, R. & Gaver, W. W., Feather, Scent, and Shaker: Supporting Simple Intimacy. Proceedings of CSCW'96 (Nov. 16-20, Boston) 1996

I would like to thank all the parents and children who helped with this research, in contributing opinions, thoughts, time and hospitality. I would also like to thank T+HUIS Eindhoven and Visionautics Berlin for inviting me to join to progress my project (and vision). Thank you to Tico (Nokia Research) and Lana Yarosh for their personal responses and additional research sources.

T+HUIS, Wat is het T+HUIS? 2011 retrieved 29/05/2011 www.t-huis.info The Telegraph, Divorce still damaging to children despite being more acceptable, 2008 retrieved 17/03/2011 www.telegraph.co.uk

Email with Ballagas, Tico,. Nokia Research Centre, Palo Alto USA, 28/02/2011

Thomas, Angela., 'MSN was the Next Big Thing after Beanie Babies': children's virtual experiences as an interface to their identities and their everyday lives. University of Sydney, AUS E-Learning 3(2), p. 126-142, 2006

Email with Yarosh, Lana,. Author of research papers, Georgia USA, 28/02/2011

Yarosh, Svetlana., Supporting Long- Distance Parent-Child Interaction in Divorced Families, Georgia Institute of Technology, USA, 2008 Yarosh, S. & Abowd, G. D., Mediated Parent-Child Contact in Work- Separated Families, School of Interactive Computing, GVU Centre, Georgia Institute of Technology, USA, 2011 Yarosh, S., et al., Supporting parent-child communication in divorced families, Georgia Institute of Technology & Emory University School of Medicine, USA, 2008 Yarosh, S., et al, G. D., Developing a Media Space for Remote Synchronous Parent-Child Interaction, Georgia Institute of Technology, USA, 2009

Testing with Families, London, Leicester and Sheffield UK, 2-9 April 2011 Testing with T+HUIS, Childrenâ&#x20AC;&#x2122;s/Community Centre, Eindhoven NL, 25 May 2011 Photographs of final design, van Hoff Family, Neunen NL, 18 June 2011 Workshop with Visionautics, International Winter Workshop, Berlin 10-14 January 2011

Back Cover Image: Growth height; Day 5, taken 27/05/2011 Inside Cover: Seed Webcam positioning prototype 2, taken 24/05/2011