This study is the first to systematically investigate the extent to which apps for children aged 0–5 foster play and creativity. There is growing evidence of children's use of tablets, but limited knowledge of the use of apps by children of children of this age. This ESRC‐funded study undertook research that identified how UK children aged from 0 to 5 use apps, and how far the use of apps promotes play and creativity, given the importance of these for learning and development. A survey was conducted with 2000 parents of under 5s in the UK, using a random, stratified sample, and ethnographic case studies of children in six families were undertaken. Over 17 hours of video films of children using apps were analysed. Findings indicate that children of this age are using a variety of apps, some of which are not aimed at their age range. The design features of such apps can lead to the support or inhibition of play and creativity. The study makes an original contribution to the field in that it offers an account of how apps contribute to the play and creativity of children aged five and under.

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This research focuses on young children’s experiences of the visual mode embedded in new multimodal literacy practices. An enquiry was undertaken into the role of visual and digital images in a group of 11 four-year-olds’ out-of-school lives. The children photographed their use of a range of primarily visual-based media at home, to produce a book of images and text that was used as the basis for child interviews and discussion on the topic. The data was further supported by questionnaire results from 28 parents on their four-year-olds’ access and frequency of use of range of primarily visual-based media. The project found a multilingual and ethnically diverse group of children, in an international school in Tokyo, to be using a wide range of media, including cameras, television, DVD, drawing, websites, picture books and comics. These findings enlighten understanding of young children’s use and engagement with the visual mode as one part of wider multimodal literacy practices.

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This article looks at the way in which the changing visual environment affects education at two levels: in communication patterns and research methodologies. The research considers differences in the variance and quantity of types of visual media and their relationship to the written mode in the urban landscapes of Tokyo and London, using Google Street View to make comparisons. It reflects on the parallels this might have in the ways in which children encounter text in the environment. The data were analysed using Visual Content Analysis and colour coding. It found the Tokyo sample to have a higher density and diversity of visual media types at a wider range of heights. Visual and written communication also appear to be confined to more separately definable spaces with more equal weighting in the use of written and visual modes. Particularly, within the context of early childhood education it is hoped these findings will increase knowledge concerning young children's exposure to the visual mode, initiate wider discourse around this less researched mode's role within new multimodal communication practices and that the methodology furthers understanding of the potential of new media in image-based research.

This paper explores the changing roles of families in children's developing literacy in the UK in the last century. It discusses how during this time understandings of reading and writing have been evolved into the more nuanced notion of literacy. Further, acknowledging changes in written communication practices, and shifting attitudes to reading and writing, the paper sketches how families have always played some part in the literacy of younger generations; though reading was frequently integral to the lives of many families throughout the past century, we consider in particular the more recent enhancement of children's literacy through targeted family programmes. The paper considers policy implications for promoting young children's literacy through work with families.

This visual essay provides an overview of a comparative study of visuals in the urban landscapes of Tokyo and London, using Google Street View to make these comparisons. The data were analysed using Visual Content Analysis and colour coding. The findings are that Tokyo has a higher density and diversity of visuals at a wider range of heights. Visual and written communication also appear to be confined to more separately definable spaces with more equal weighting in the use of written and visual modes.