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 |
| 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 |
| 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. |
|---|---|
| ISSN: | 1743-9884 1743-9892 |
| DOI: | 10.1080/17439884.2022.2141252 |
