Becoming Clowns: How Do Digital Technologies Contribute to Young Children's Play?

Autor/in	Lafton, Tove
Titel	Becoming Clowns: How Do Digital Technologies Contribute to Young Children's Play?
Quelle	In: Contemporary Issues in Early Childhood, 22 (2021) 3, S.221-231 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lafton, Tove)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949119864207
Schlagwörter	Play; Kindergarten; Preschool Education; Educational Technology; Technology Uses in Education; Preschool Children; Foreign Countries; Teaching Methods; Game Based Learning; Norway + Suchen Sie Ihr Suchwort? Spiel; Pre-school education; Vorschulerziehung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Norwegen
Abstract	Research concerning play and technology is largely aimed at expanding the knowledge of what technological play may be and, to a lesser extent, examines what happens to children's play when it encounters digital tools. In order to explore some of the complexity in play, this article elaborates on how Latour's concepts of 'translation' and 'inscription' can make sense of a narrative from an early childhood setting. The article explores how to challenge 'taken-for-granted knowledge' and create different understandings of children's play in technology-rich environments. Through a flattened ontology, the article considers how humans, non-humans and transcendental ideas relate to one another as equal forces; this allows for an understanding of play as located within and emerging from various networks. The discussion sheds light on how activation of material agents can lead us to look for differences and new spaces regarding play. Play and learning are no longer orchestrated by what is already known; rather, they become co-constructed when both the children and the material world have a say in constructing the ambiguity of play. Lastly, the discussion points to how early years practitioners need tools to challenge their assumptions of what play might become in the digital age. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01