Evolving and re-mediated activities when preschool children play analogue and digital Memory games

Abstract

Evolving and re-mediated activities when preschool children play analogue and digital Memory games, Early Years,

A Play-responsive Early Childhood Education didaktik

“…Hence, the concept of agency indicates how human action cannot be understood in terms of contingent stimulus-response patterns, to use the vocabulary of a bygone era of psychological theorizing. With the interest of the present study, we can say that play lives precisely in this dynamic space, allowing the world to be perceived, (re)thought and acted upon as if it were other than conventionally understood (what is conventionally perceived as a table can be remediated (Nilsen, Lundin, Wallerstedt, & Pramling, 2018) as a pirate ship or tree hut, for example). With the appropriation of cultural tools and practices, these resources "begin to mediate an activity," and "new generative conditions unfold that invite further action and alternative forms of participation" (Mäkitalo, 2016, p. 64).…”

Web Platform to Create Memory Games for Educational Purposes

“…From the study carried out, information was obtained that led to the implementation of balance and memory games, which achieved the main objective. The study presented in [11] empirically investigated how preschool children play memory games in both digital and analogue form and how the artefacts mediate the children's engagement. The findings show that two types of memory games evolved into distinctively different kinds of activities.…”

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

“…Moreover, Kjällander and Moinian (2014) argue that preschool children creatively manipulate and playfully transform the didactic designs of the apps, which shifts the balance of authority between adults and children. Furthermore, Nilsen et al (2018) could see how children's play with digital and analogue memory games turned into different activities from a pedagogical perspective. Hence, they call for a nuanced discussion regarding digital artefacts' ability to mediate and re-mediate preschool activities.…”

“…The informants claimed to be insecure about how, and how much, digital play could be used in preschool pedagogy, perhaps due to limited examples of what children's digital play looks like, and how it can be manifested in preschools (Lawrence 2018), but also perhaps because preschool teachers currently need to come to terms with a lot of issues in order to regain and maintain their professional competence in times of digitalisation. For instance; how different digital play activities actually support children's learning (Nilsen et al 2018;Palaiologou 2016a), what kind of apps are useful in preschool pedagogy (Merchant 2015;Petersen 2015;Lawrence 2018); how children's digital play can be understood (Nuttall et al 2015); how digital play activities can be organised in preschool settings (Walldén Hillström 2014; Petersen 2015); and how to re-interpret the Swedish preschools' pedagogical tradition (Lindahl and Folkesson 2012a).…”