How Pedagogical Relations in Early Years Settings Are Reconfigured by Interactive Touchscreens

Autor/inn/en	Samuelsson, Robin; Price, Sara; Jewitt, Carey
Titel	How Pedagogical Relations in Early Years Settings Are Reconfigured by Interactive Touchscreens
Quelle	In: British Journal of Educational Technology, 53 (2022) 1, S.58-76 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Samuelsson, Robin) ORCID (Price, Sara) ORCID (Jewitt, Carey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13152
Schlagwörter	Educational Technology; Manipulative Materials; Handheld Devices; Early Childhood Education; Toddlers; Preschool Children; Foreign Countries; Interaction; Reading; Books; Sweden + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Hilfsmittel; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Infant; Infants; Toddler; Kleinkind; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Interaktion; Leseprozess; Lesen; Book; Buch; Monographie; Monografie; Schweden
Abstract	While interactive touchscreens are currently entering into educational practice, little is known about what this means for learning in early childhood and, in particular, how touchscreens shape action and communication. In this paper, we examine the interactions of 2-year-olds and their teachers in a multilingual preschool in Sweden. We analyse the communicative environment between the children, teachers and shared touchscreens and books in the context of reading. A mixed-methods analysis was used, taking a concept of action that includes both verbal, non-verbal utterances and digital touch. The analysis shows a reconfiguration to the interactional dynamic where children perform comparable amounts of actions in sessions with the touchscreen and book reading but less talk during the touchscreen sessions. However, while talking less, children display other types of communicative actions. We analyse the changing interactional dynamic that follows, its implications to learning and early childhood pedagogical practice and how interaction can be reconceptualised as cycles of communication and action in which educational scaffolding unfolds. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01