Digital play: a new classification

Marsh, Jackie; Plowman, Lydia; Yamada‐Rice, Dylan; Bishop, Julia; Scott, Fiona

doi:10.4324/9780429444418-3

Cited by 28 publications

(40 citation statements)

References 3 publications

(2 reference statements)

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“…In some cases, adults directed the play, in others the child took the lead but in almost all cases, there was an understanding that they were playing within the confines of the affordances of the resource, such as building a remote control fair ground with the motorised closed-structured construction toys. In only one instance of adult-child interaction did they engage in transgression (linked to Marsh et al, 2016: definition in a digital context) and use the resources in unconventional ways and transform the activity into a role play scenario (using the Meccano as a doctors kit and petrol pump). This evolution of play focus was initiated by the child.…”

Section: Figure 2: Endless Possibilitiesmentioning

confidence: 99%

Exploring the pedagogic culture of creative play in early childhood education

Arnott

Duncan

2019

Journal of Early Childhood Research

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We present a conceptual analysis, grounded in empirical data, of how young children’s creative play is framed by the ‘pedagogic culture’ within which the child is playing. Drawing on data from a research study with the broad aim of documenting children’s creative play in Western play-based early childhood education, we gathered exploratory qualitative observations, self-initiated iPad video diaries and researcher-led activities to describe children’s creative play. We adapted the Analysing Children’s Creative Thinking Framework as a starting point for coding and the analyses focused on three contextual cues within the pedagogic culture – space, interpersonal collaborations and materials. We ground our discussion in a contextualist theoretical frame to demonstrate that in isolation, each contextual cue presents a degree of framing to children’s creative play. When analysed as a synergy of contextual cues, however, we begin to see that the dynamic make-up of each of the contexts, and the interplay among them, create a ‘pedagogic culture’ that transforms children’s creative play. We present ‘stories’ of each pedagogic culture that we observed, to describe how children’s creative play manifested within each culture.

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Section: Figure 2: Endless Possibilitiesmentioning

confidence: 99%

Exploring the pedagogic culture of creative play in early childhood education

Arnott

Duncan

2019

Journal of Early Childhood Research

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“…However, it remains to be seen whether the curriculum changes will lead to a widespread and collaborative exploration of digital play among preschool teachers. The participants confirmed dichotomies between digital play and traditional play (Palaiologou 2016b;Sandberg and Pramling 2003), which implies the importance of finding ways to direct preschool teachers' attention to children's contemporary play (Marsh et al 2016). A few participants saw a challenge in the constant need to argue for the use of digital play, since some guardians and colleagues doubt its benefits.…”

Section: Social-cultural Technical-organisational and Content Relatementioning

confidence: 81%

“…Marklund and Dunkels (2016) point out the need to recognise digital play in Swedish preschool pedagogy as a means to support children's literacy development, as literacy in digitised societies no longer can be reduced to the traditional abilities to read and write. The educational interest in digital play in Swedish preschools has grown since tablets were introduced on the market (Marsh et al 2016;European Commission 2017), which also becomes visible in the number of preschool teachers who participate in online discussions about tablets (Marklund 2015). On the other hand, the statistics reveals that 64% of Swedish preschools do not have a plan for how IT is to be used; 50% of the preschool teachers mention the need for further training; and that 33% of preschool teachers use IT with children less than once a week (the Swedish National Agency for Education 2016).…”

Section: Research On the Use Of Digital Playmentioning

confidence: 99%

Swedish preschool teachers’ perceptions about digital play in a workplace-learning context

Marklund

2019

Early Years

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This study investigates preschool teachers' perceptions about the pedagogical use of digital play and, by using the Learning in Working Life framework as a theoretical point of departure, it also investigates how these perceptions are connected to the teachers' professional learning environment. Participants wrote a self-report essay about digital play. Results show that the participants identified opportunities with digital play on a societal, content, workplace practice and socialcultural level of the workplace-learning context. Challenges were identified on a social-cultural, technical-organisational and content level. The conclusion is when introducing digital play into preschools, the challenges include too little time and reluctant parents and colleagues. The opportunities can be summed up as helping to prepare children for the future and enriching their upbringing and learning.

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“…The task as it was intended by the designers to be carried out was not of interest or beyond the capacities of many of the children in the class, and the study observations relate to children generally dragging the letters around the screen in what appeared to be a random way, and trying repeatedly to flush the toilet without having engaged with the particular word on the screen. This demonstrates the potential for children to engage in digital play in ways that are unanticipated by designers or practitioners; Marsh et al (2016) refer to this as 'transgressive play' and argue that it is a prevalent form of children's engagement with digital technologies.…”

Section: Methodsmentioning

confidence: 99%

“…Research in the field has challenged the idea that engagement in digital environments cannot count as 'real play' (Edwards, 2013;Edwards, 2016), with researchers demonstrating how online games feed into complex cultural identities and interact across fluid boundaries with play in offline environments (Marsh, 2010;Marsh et al, 2016). Research by Palaiologou (2016) involving focus groups, interviews and questionnaires with parents across four European countries suggests that parents are generally positive about children's engagement with digital technologies in the home and consider digital interaction to be a vital component in learning and development in contemporary society.…”

Section: Digital Environments In Early Childhood Educationmentioning

confidence: 99%

The screen and the sand-timer: The integration of the interactive whiteboard into an early years free-flow learning environment

Sakr

Scollan

2019

Journal of Early Childhood Research

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This article aims to explore how the interactive whiteboard is situated in the social and material conditions of an early years free-flow learning environment. It examines how the affordances of the interactive whiteboard and the expectations of the surrounding classroom impact how activity involving the interactive whiteboard unfolds. It achieves this through an analysis of observations, documented through video, of how children enter into and exit from activities involving the interactive whiteboard during free-flow activity time. We share the different types of entrance and exit observed and what these suggest about the social and material conditions in which interactive whiteboard is situated. Based on these findings, we suggest opportunities for the disruption of existing patterns of integration of the interactive whiteboard into the learning environment, so as to explore the potential for more collaborative and creative engagement with the technology. Specifically, we argue that the emphasis on turn-taking that characterises the early years learning environment – an emphasis reinforced by the inability of the interactive whiteboard to support simultaneous engagement by multiple users – is prompting children to engage individually with the resources and miss opportunities to create and play together.

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Digital play: a new classification

Cited by 28 publications

References 3 publications

Exploring the pedagogic culture of creative play in early childhood education

Exploring the pedagogic culture of creative play in early childhood education

Swedish preschool teachers’ perceptions about digital play in a workplace-learning context

The screen and the sand-timer: The integration of the interactive whiteboard into an early years free-flow learning environment

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