Drawing on a relational ontology and scholarship of new literacies, we investigate the materiality and performativity of children's augmented storying in nature. Our study is situated in a Finnish primary school in which a novel, augmented reality application (MyAR Julle) was utilized as a digital storytelling tool for children (n = 62, aged 7-9),…

This paper explores the possibilities of the pedagogical use of Socratic dialogue as a basis for educating students diagnosed with autism. The Socratic dialogue is a particular pedagogical method used in educational settings to enhance student's thinking and dialogic abilities. Research has proven that Socratic dialogue may result in improved…

In this article, Eliza Pitri states, "when allowed to make and explain their own choices, students develop invaluable creative problem-solving skills." Opportunities for such critical thinking abound in the art classroom. The importance of identifying how skills and dispositions related to creative problem solving are expressed in a…

Background: Marshall-Smith syndrome (MSS) is an infrequently described entity characterised by failure to thrive, developmental delay, abnormal bone maturation and a characteristic face. In studying the physical features of a group of patients, we noticed unusual behavioural traits. This urged us to study cognition, behavioural phenotype and…

The diagnosis of autism spectrum disorders (ASDs) in older children with intellectual disabilities (IDs) is challenging because of overlap in symptomatology and the high comorbidity of these disorders. On the basis of a sample of 89 older children with IDs (aged 6-15 years) referred to an ASD clinic, semistructured parent interviews were used to…

Play is a complex phenomenon that occurs naturally for most children; they move through the various stages of play development and are able to add complexity, imagination, and creativity to their thought processes and actions. However, for many children with autism spectrum disorders (ASD), the various stages of play never truly develop, or occur…

Untutored dramatic play (free, undirected play) and tutored dramatic play (creative drama) involve interaction, symbolic transformation, and imagination as children enact roles in imaginary situations. Both types of play serve the child's artistic, emotional, and intellectual needs. They differ in the degree of spontaneity, consistency of play,…