A Vygotskian perspective on parent–child talk during iPad story sharing

Kucirkova, Natalia; Sheehy, Kieron; Messer, David

doi:10.1111/1467-9817.12030

Cited by 43 publications

(46 citation statements)

References 40 publications

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“…The findings of this study is consistent with previous work showing the critical role parents play in supporting children's interactions with tablets (Danby et al, 2013;Kucirkova et al, 2014;Wood et al, 2016). The present study highlights three types of scaffolding parents used to guide children through a touch screen tablet task.…”

Section: Cognitive Affective and Technical Scaffoldingsupporting

confidence: 91%

“…Parent scaffolding of non-digital activities (e.g., writing with paper/pencil; reading paper-printed books) has been shown to be critical in supporting early learning (e.g., Aram, 2008;Clarke-Stewart & Beck, 1999;Vandermaas-Peeler, Nelson, Bumpass, & Sassine, 2009). However, little is known about how parents scaffold young children's learning with touch screen tablets (Danby et al 2013;Kucirkova, Sheehy, & Messer, 2014;Kucirkova, Messer, Sheehy, & Flewitt, 2013;Neumann & Neumann, 2015). Research has begun to examine how parent-child interactions with tablets can provide positive learning experiences for pre-schoolers.…”

Section: Introductionmentioning

confidence: 99%

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Parent scaffolding of young children’s use of touch screen tablets

Neumann

2017

Early Child Development and Care

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Parents play a key role in supporting young children's interactions with tablets (e.g., iPads). Little is known about the types of scaffolding parents provide during tablet activities and how these relate to child age, SES, and home use. Fifty-five parent-child dyads (M child age = 3.49 years) were videoed as they played on an iPad. All parent utterances were coded into three types of scaffolding behaviors (cognitive, affective, technical scaffolding; CATs). Home tablet use and family demographics were reported via a parent questionnaire. Parents used CATs strategies to support their children's learning. Parents most frequently used cognitive scaffolding and least frequently technical scaffolding. SES was not related to the number of tablets at home. The negative association found between technical scaffolding and child age suggests that younger children require more scaffolding by parents. Coaching parents in using scaffolding strategies during joint-tablet activities has the potential to support early learning.

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Section: Cognitive Affective and Technical Scaffoldingsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Parent scaffolding of young children’s use of touch screen tablets

Neumann

2017

Early Child Development and Care

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“…By involving educational practitioners (teachers and educators) as stakeholders in scientific development, we ensure that research projects are informed both by their needs and by their expertise. Practitioners provide ongoing input to the research agenda by identifying knowledge gaps in their field, for example, urgent questions such as whether it makes a difference if students read different types of material in print or on computers, or whether it makes a difference for children's story engagement if they read them in print picture books or as iPad apps (Flewitt et al, ; Kucirkova, ; Kucirkova et al, ; Merchant, ).…”

Section: The Need For An Integrative Transdisciplinary Frameworkmentioning

confidence: 99%

The evolution of reading in the age of digitisation: an integrative framework for reading research

2016

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In the course of digitisation, the range of substrates for textual reading is being expanded to include a number of screen-based technologies and reading devices, such as e-readers (e.g. Kindle) and tablets (e.g. iPad). These technologies have distinctly different affordances than paper has. Given that textual reading is at the same time likely to remain important as a cultural practice, and is undergoing massive change as digital screens are supplementing paper -with the potential to replace it as the dominant substrate -there is an urgent need to investigate what effects such change might have on the reading of different kinds of texts, for different purposes. This article proposes the need for an integrative, transdisciplinary model of embodied, textual reading accounting for its psychological, ergonomic, technological, social, cultural and evolutionary aspects. The envisaged model aims to be partly explanatory, in the sense that it aligns and integrates existing knowledge, and partly exploratory, in the sense that it points to blank spots in our knowledge where further research is needed. The model will thus serve to guide the planning of such further research, and to make research more compatible and research outcomes more widely useable.

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“…One helpful way of considering the interface between the physical and the abstract is via the theory of dual representation (Uttal et al , ; Kucirkova et al, ). According to this conceptual framework, “an object can be understood at two levels: on a concrete level (e.g., clock as an object on the wall) and on a symbolic level (e.g., a clock that signifies time)” (Kucirkova et al, , 430). A book is a concrete object that enables symbolic encounters – and so is a smartphone.…”

mentioning

confidence: 99%

Literacy as material engagement: the abstract, tangible and mundane ingredients of childhood reading

Mackey

2016

Literacy

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This article explores questions that arise when we consider the things that make literacy possible. How do they interact with ordinary household objects and activities, and what intertextual implications arise from such mundane interactions? The concept of dual representation suggests that some objects may have both a physical and a symbolic existence; a book is a thing that sits on a shelf but it is also a representation of an imaginary content. It is commonplace to think of electronic texts as having only a virtual life, but they also reside within an object that has a tangible household existence. Objects are very often managed by hands, and this article explores the role of the hands in directing attention and in connecting the objects of literacy to their surrounding environment. It draws on an extended study of one child's access to analogue literacy material. Comparing that access to the repertoire of contemporary children, it suggests that we may better understand the role of literacy in our lives if we attend to the tangible as well as the abstract associations the objects of literacy evoke and if we think of literacy as a form of material as well as intellectual engagement.

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A Vygotskian perspective on parent–child talk during iPad story sharing

Cited by 43 publications

References 40 publications

Parent scaffolding of young children’s use of touch screen tablets

Parent scaffolding of young children’s use of touch screen tablets

The evolution of reading in the age of digitisation: an integrative framework for reading research

Literacy as material engagement: the abstract, tangible and mundane ingredients of childhood reading

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