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How Young Children's Play Is Shaped through Common iPad Applications: A Study of 2 and 4-5 Year-Olds

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Title: How Young Children's Play Is Shaped through Common iPad Applications: A Study of 2 and 4-5 Year-Olds
Language: English
Authors: Robin Samuelsson (ORCID 0000-0002-8110-6506), Sara Price (ORCID 0000-0002-5092-1663), Carey Jewitt (ORCID 0000-0002-2971-984X)
Source: Learning, Media and Technology. 2024 49(2):151-169.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Play, Handheld Devices, Tablet Computers, Young Children, Computer Oriented Programs, Preschool Education, Foreign Countries, Learning Activities, Digital Literacy, Educational Technology, Technology Uses in Education
Geographic Terms: Sweden
DOI: 10.1080/17439884.2022.2141252
ISSN: 1743-9884
1743-9892
Abstract: Digital devices such as iPads are prevalent in children's play from an early age. How this shapes young children's play is an area of considerable debate without any clear consensus on how different forms of play are brought into the iPad interaction. In this study, we examined 98 play activities of children in two preschool settings, featuring 2 and 4-5-year-olds, their play with iPads and non-digital artefacts. Three analytical approaches were used: an index built on a digital play framework [Bird, Jo, and Susan Edwards. 2015. "Children Learning to Use Technologies Through Play: A Digital Play Framework." "British Journal of Educational Technology" 46 (6): 1149-1160. doi:10.1111/bjet.12191], a quantitative description of the index, and a qualitative interaction analysis of children's play. Results show how play with iPads is characterised as less ludic than play with other artefacts, and diverges from the age-typical norms of play. We discuss what these results might mean for children's play in contemporary early childhood settings and for children's learning.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1426430
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Robin+Samuelsson%22">Robin Samuelsson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8110-6506">0000-0002-8110-6506</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sara+Price%22">Sara Price</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5092-1663">0000-0002-5092-1663</externalLink>)<br /><searchLink fieldCode="AR" term="%22Carey+Jewitt%22">Carey Jewitt</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2971-984X">0000-0002-2971-984X</externalLink>)
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Digital devices such as iPads are prevalent in children's play from an early age. How this shapes young children's play is an area of considerable debate without any clear consensus on how different forms of play are brought into the iPad interaction. In this study, we examined 98 play activities of children in two preschool settings, featuring 2 and 4-5-year-olds, their play with iPads and non-digital artefacts. Three analytical approaches were used: an index built on a digital play framework [Bird, Jo, and Susan Edwards. 2015. "Children Learning to Use Technologies Through Play: A Digital Play Framework." "British Journal of Educational Technology" 46 (6): 1149-1160. doi:10.1111/bjet.12191], a quantitative description of the index, and a qualitative interaction analysis of children's play. Results show how play with iPads is characterised as less ludic than play with other artefacts, and diverges from the age-typical norms of play. We discuss what these results might mean for children's play in contemporary early childhood settings and for children's learning.
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