An Ecological Exploration of Young Children's Digital Play: Framing Children's Social Experiences with Technologies in Early Childhood

Autor/in	Arnott, Lorna
Titel	An Ecological Exploration of Young Children's Digital Play: Framing Children's Social Experiences with Technologies in Early Childhood
Quelle	In: Early Years: An International Journal of Research and Development, 36 (2016) 3, S.271-288 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2016.1181049
Schlagwörter	Play; Young Children; Technology Uses in Education; Educational Technology; Preschool Education; Social Behavior; Interaction; Social Status; Child Behavior; Foreign Countries; Observation; Games; Interviews; Preschool Teachers + Suchen Sie Ihr Suchwort? Spiel; Frühe Kindheit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Pre-school education; Vorschulerziehung; Social behaviour; Soziales Verhalten; Interaktion; Sozialer Status; Ausland; Beobachtung; Game; Spiele; Interviewing; Interviewtechnik; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule
Abstract	This article outlines an ecological framework for describing children's social experiences during digital play. It presents evidence from a study that explored how 3- to 5-year-old children negotiated their social experiences as they used technologies in preschool. Utilising a systematic and iterative cycle of data collection and analysis, children's interactions with 24 technological resources were examined over a nine-month period and across three phases. Findings reveal that children played in clusters, exhibiting a multitude of social behaviours and interactions and varied degrees of social participation, and assumed various social status roles and technological positions. These behaviours formed part of a Digital Play System, which in turn was influenced by the Preschool System, which comprises children and practitioners as active agents, technological affordances, and the cultural systems, routines and practices of the early childhood setting. Ultimately, children's social experiences during digital play cannot be determined by any single element of the ecological system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01