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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