Digital play: Exploring young children’s perspectives on applications designed for preschoolers

Abstract

This study builds on and contributes to research on digital play with young children. Previous research has examined digital play from different viewpoints, but no studies have specifically addressed young children's perspectives as they interact with applications (apps) that have been designed specifically for their age group. While our review of the literature provides insights from investigations of young children's perspectives, there is limited research on preschoolers' views on the apps designed for them by adults. In this article, we discuss young participants' perspectives on the apps that they engaged with in our research. In particular, we emphasise the importance of various contexts for digital play in relation to meaningful conversations and social interactions. Our findings provide insights about how children choose to engage in digital play and through this, pose implications for the design of apps. This study builds on and contributes to research on digital play with young children. Previous research has examined digital play from different standpoints, but no studies have specifically addressed young children's perspectives as they interact with applications (apps) that have been designed for their age group. While our review of the literature provides insights that investigate young children's perspectives, there is limited research on preschoolers' views on the apps designed for them by adults. In this article we discuss young participants' perspectives on the apps that they engaged with in our research. In particular, we emphasise the importance of various contexts for digital play in relation to meaningful conversations and social interactions. Our findings provide insights about how children choose to engage in digital play and pose implications for the design of apps.

Under threes’ play with tablets

“…Several studies offer close observations of a small number of pre-school children using digital media in the home, sometimes undertaken by the children's parents or grandparents acting as researchers. These studies (Geist, 2012;Harrison and McTavish, 2016;O'Mara and Laidlaw, 2011;Verenikina and Kervin, 2011) offer insights into children's use of tablets in home contexts. The researchers note the fluidity with which children engage with the technical aspects of using tablets, in addition to the playful nature in which children use them as they watch videos or look at photographs.…”

‘i’Babies: Infants’ and toddlers’ emergent language and literacy in a digital culture of iDevices

“…More recent research in the area of family literacy with a special focus on digital media and digital devices also informs this study. Verenikina and Kervin (2011) embarked on a case study of a small sample of three families with one or more children of preschool age, focusing on the preschool children's engagement with tablet applications (apps) that are geared towards children. Their study was in three parts -open-ended, semi-structured interviews with parents regarding their children's use of digital devices and apps; a review and selection of two educational apps geared to preschool-age children; and video-recorded observations of preschool children engaging in the apps from part two on a tablet.…”

Mobile Digital Devices and Preschoolers’ Home Multiliteracy Practices

“…A similar study conducted by Holloway et al (2013) found an emerging trend in many European countries of toddlers and preschoolers using Internet connected devices such as tablets and smartphones for entertainment and communication (p. 4). As new digital devices continue to become an integral part of everyday life, young children increasingly incorporate them in their daily literacy practices by using them as play objects at home (Burke & Marsh, 2013;Verenikina & Kervin, 2011).…”