Character toys as psychological tools

Смирнова, Е О

doi:10.1080/09669760.2011.570998

Cited by 58 publications

(25 citation statements)

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“…Research into technological play either problematizes technologies as negatively impacting the quality of children's play (Singer & Singer, 2005;Smirnova, 2011) or works to identify newly emerging forms of play (Edwards, 2013;Goldstein, 2011;Marsh, 2010). Consideration of how children learn to use technologies through play has not been as evident.…”

Section: Resultsmentioning

confidence: 96%

“…This is an important idea in early childhood education because the capacity to separate meaning from object is associated with the emergence of symbolism which is necessary for developing literacy skills. Others indicate that technological play reduces the level of complexity evident in children's pretend and imaginative play (Smirnova, 2011). Conversely, children's play with technologies has been associated with "play effects" that align with commonly valued aspects of play in early childhood pedagogy, such as intrinsic motivation, exploration, cause and effect, problematising, and social interaction (Verenikina & Kervin, 2011).…”

Section: Why Understand How Children Learn To Use Technologies Througmentioning

confidence: 95%

“…Rather than limiting imaginative play (Singer & Singer, 2005;Smirnova, 2011), digital technologies may be seen to support children's achievement of symbolic representations and their engagement in complex acts of pretence. The Digital Play Framework supports this proposition by understanding children's learning to use technologies through play in terms of tool mastery that leads to a change in activity.…”

Section: Innovationmentioning

confidence: 98%

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Children learning to use technologies through play: A Digital Play Framework

Bird¹,

Edwards²

2014

Brit J Educational Tech

117

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Digital technologies are increasingly acknowledged as an important aspect of early childhood education. A significant problem for early childhood education has been how to understand the pedagogical use of technologies in a sector that values play-based learning. This paper presents a new framework to understand how children learn to use technologies through play. The Digital Play Framework is based on the sociocultural concept of tool mediation and Corrine Hutt's work regarding epistemic and ludic activity as basis for understanding play. The Digital Play Framework presents a series of indicators for how children learn to use technologies as cultural tools, first by exploring the functionality of technologies through epistemic activity, and second by generating new content through ludic activity. Practitioner NotesWhat is already known about this topic • Play-based learning is the basis for pedagogy in early childhood education. • Digital technologies are important aspect of early childhood education.• How children learn to use technologies through play is not fully understood.What this paper adds • With the increased use of digital technologies within early childhood education, an explanation of how children learn to use technologies through play. • The Digital Play Framework is presented in this paper to help teachers observe, plan for and integrate technologies with play-based learning.Implications for practice and/or policy • A new way for teachers to understand how children learn to use technologies through play. • A new way for teachers to observe, plan for and integrate technologies with play-based learning in early childhood education.

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Section: Resultsmentioning

confidence: 96%

Section: Why Understand How Children Learn To Use Technologies Througmentioning

confidence: 95%

Section: Innovationmentioning

confidence: 98%

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Children learning to use technologies through play: A Digital Play Framework

Bird¹,

Edwards²

2014

Brit J Educational Tech

117

View full text Add to dashboard Cite

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“…Studying the behaviors of 5-year old children with interactive toys (an interactive duck toy was used), Smirnova [27] concluded that the 'openness of the image', "its capacity to accept various experiences and emotions and to perform various actions in the child's hands" can turn an object into an effective 'play tool'. A common theme in this and other (e.g.…”

Section: Physicality Embodiment and Imaginationmentioning

confidence: 99%

The effects of physicality on the child's imagination

Chu

Quek

Gusukuma

et al. 2013

Proceedings of the 9th ACM Conference on Creativity &Amp; Cognition

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This paper investigates the effects of physical objects as support for imagination in the context of enactive storytelling. More specifically, we target nine-year-old children because of their general disengagement from creative activity, a phenomenon known as the Fourth-grade Slump that arises from a demotivational spiral brought on by social awareness. We study how enactment using physical objects may allow the child to better engage in story imagination. Our study compares the richness of the imagination under three main enactment conditions with objects that have varying degrees of fidelity to referent objects: Cultural objects (physical visual resemblance); Physical objects (similar physical affordances); Arbitrary objects (minimal physical and visual affordances). We employ a mixed-methods analysis to gauge the child's level of broader imagination from three data sources: Enactment videos, drawings and interviews with the children. We found that the object types significantly differ in their support of the imagination, with the object of highest specificity being most effective. Our findings can inform the design of embodied creativitysupport systems for children.

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“…This is a contested area of research where some investigators have argued that the changing nature of children's 'realities' are problematic for the development of the type of play skills that have traditionally been understood to support children's development (Bodrova and Leong, 2010;Smirnova, 2011). For example, Karpov (2005) has argued that the digital-consumerist context may not be providing sufficient opportunities for children to engage in 'realities' that promote sociodramatic, role and pretend play:…”

Section: Section 2: the Digital-consumerist Context And The Emergencementioning

confidence: 99%

Towards contemporary play: Sociocultural theory and the digital-consumerist context

Edwards

2014

Journal of Early Childhood Research

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This article introduces the notion of 'contemporary' play in relation to existing ideas about children's play, learning and development from a sociocultural perspective. The need to think about the nature of contemporary play is considered in response to arguments suggesting that the quality of children's play has declined in line with their increased access to digital technologies, digital media and consumer-based products. In this article, the notion of the digital-consumerist context is explored as a way of thinking about how the increased availability of these technologies, media and products has evolved and converged to create a particular site for development which connects with existing understandings about play as a leading activity and the role of mature play in children's development. Rather than positioning technologies, media and products as causes of deficiencies in children's play, it is suggested instead that the digital-consumerist context promotes a form of direct cultural participation for young children (0-8 years of age) with the potential for realising multiple ways of participating in a continuum of digital to non-digital experiences. These experiences are framed as a form of cultural connection that aligns with existing sociocultural accounts of play as a process of cultural interpretation. This raises questions regarding the role of contemporary play in the digital-consumerist context, particularly in terms of the relationship between play and development in the early years.

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Character toys as psychological tools

Cited by 58 publications

References 0 publications

Children learning to use technologies through play: A Digital Play Framework

Children learning to use technologies through play: A Digital Play Framework

The effects of physicality on the child's imagination

Towards contemporary play: Sociocultural theory and the digital-consumerist context

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