Teacher Scaffolding of Preschoolers’ Shared Reading With a Storybook App and a Printed Book

Neumann, Michelle M.

doi:10.1080/02568543.2019.1705447

Cited by 25 publications

(35 citation statements)

References 62 publications

(124 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Extant research on preschool learning from digital devices frequently finds a greater benefit when adults support digital use than use alone by children (Reich et al, 2016;Neumann, 2020). For instance, studies of eBook reading find greater learning from these devices when facilitated by an adult (e.g., Neumann and Neumann, 2014).…”

Section: Discussionmentioning

confidence: 99%

Teaching Preschoolers Theory of Mind Skills With Mobile Games

et al. 2022

View full text Add to dashboard Cite

This single-case research study examined whether interactive touch screen apps enriched with Theory of Mind (ToM)—enhancing language would promote ToM skills in preschoolers. Six typically developing girls between the ages of 46- and 52- months participated in multiple sessions across the three phases of the study: In baseline, participants played games without voice-overs; in the original treatment phase, participants played games with embedded voice-overs; finally, in the modified treatment phase, participants first played games with embedded voice-overs, then engaged in the researcher-led conversation. All sessions across the three phases concluded with ToM assessments: two measures based on a continuous scale. The first measure included three tasks targeting earlier-developing ToM skills (diverse desires, diverse beliefs, and knowledge access), and the other measure had two tasks that assessed a later-developing ToM competency, false belief understanding. Results showed that apps with ToM-embedded language improved children’s earlier-developing ToM skills (i.e., understanding that people can have different desires, beliefs, and knowledge access) in the phase where an adult-led conversation also followed voice-over-enriched app play. Apps with ToM-embedded language without a follow-up discussion were only marginally effective in promoting the earlier-emerging ToM skills. Across the conditions, apps were not effective in promoting children’s later-developing ToM skills—false belief understanding. Our findings indicate that incorporating ToM conducive language in mobile apps can promote ToM development in preschoolers, especially when supplemented by an adult-led conversation.

show abstract

Section: Discussionmentioning

confidence: 99%

Teaching Preschoolers Theory of Mind Skills With Mobile Games

et al. 2022

View full text Add to dashboard Cite

show abstract

“…Indudablemente, las apps digitales dirigidas a la creación de relatos en Educación Infantil son cada vez más sofisticadas (Yadav et al, 2021) y logran captar su atención, provocando un aluvión de estímulos capaz de incrementar numerosos aprendizajes en escenarios próximos al juego (Yu y Roque, 2019). Esto impacta positivamente en el engagement del alumnado (Al-Bogami & Elyas, 2020;Niemi et al 2018), que implica aspectos cognitivos, emocionales y comportamentales, desempeñando un papel clave en el aprendizaje (Zhou et al, 2021) al propiciar la inmersión en el relato y empatizar con los personajes (Neumann, 2020).…”

Section: Introductionunclassified

Production of oral narratives with an app in Early Childhood Education: analysis of engagement and narrative competence

Pérez

Piñeiro

López-Bouzas

et al. 2022

DER

View full text Add to dashboard Cite

The digital storytelling applications are being implemented in schools to favor the acquisition of multiple learnings. This research analyses the narrative competence of Early Childhood Education students (N=93), based on their oral stories -created with the support of a digital storytelling app- and their engagement in the narrative task. Moreover, the contribution of the application to the development of narrative competence is analyzed, considering its immersive capacity and the potential to foster self-regulation of learning. A mixed methodology is adopted: a) qualitative, focused on the content analysis of the stories, paying attention to the indicators defining the variables narrative competence and engagement and b) quantitative, centered on the statistical treatment of the data, median contrast, and correlational analysis between variables. Thus, it is verified that hardly half of the students present a medium-high narrative competence and the 73% has a medium-high engagement. There is a significant correlation between both variables, which highlights the capacity of the app to favor self-regulation and motivation towards narrative task, and to promote the skills to create a coherent, original, and well-structured story, which confirms its high educational potential.

show abstract

“…What this means for early childhood education is critical. In an analogous manner of Neumann (2020) where the scaffolding of children changed toward the technological, the same could here be noted regarding children's communication, where more actions are directed at the iPad. The move towards bodily actions by children brings new opportunities for children's autonomy and child‐led activity in the pedagogical relationship through the touch action context.…”

Section: Discussionmentioning

confidence: 56%

“…Neumann and Merchant’s (2021) study points to ways in which teachers make use of different multimodal components when reading digital books with children. Indeed, Neumann (2020) shows how scaffolding changes in the digital shared book readings, as teachers, used slightly less scaffolding with verbal actions toward scaffolding of technological matters. This points to how social interaction is a key to enabling educational possibilities with the use of technology (Hirsh‐Pasek et al., 2015; Roseberry et al., 2014) and the importance of adult‐child interaction (Herodotou, 2017).…”

Section: Touchscreens In Early Childhoodmentioning

confidence: 99%

How pedagogical relations in early years settings are reconfigured by interactive touchscreens

Samuelsson

Price

Jewitt

2021

Brit J Educational Tech

View full text Add to dashboard Cite

While interactive touchscreens are currently entering into educational practice, little is known about what this means for learning in early childhood and, in particular, how touchscreens shape action and communication. In this paper, we examine the interactions of 2‐year‐olds and their teachers in a multilingual preschool in Sweden. We analyse the communicative environment between the children, teachers and shared touchscreens and books in the context of reading. A mixed‐methods analysis was used, taking a concept of action that includes both verbal, non‐verbal utterances and digital touch. The analysis shows a reconfiguration to the interactional dynamic where children perform comparable amounts of actions in sessions with the touchscreen and book reading but less talk during the touchscreen sessions. However, while talking less, children display other types of communicative actions. We analyse the changing interactional dynamic that follows, its implications to learning and early childhood pedagogical practice and how interaction can be reconceptualised as cycles of communication and action in which educational scaffolding unfolds. What is already known about this topic Touchscreens are a significant part of children's lives and educational curricula. There is considerable uncertainty on how touchscreens can be incorporated into early childhood education. Little is known about how educational social interaction changes with touchscreens such as iPads. What this paper adds A mixed methods multimodal analysis of the changing actions and dynamics of iPads as compared with bookreading. Children's patterns of communication change towards less talk and more bodily communication, while teachers’ actions remain somewhat similar. Touch actions change the dynamics of interaction, can alter the pedagogical situation and bring a reconceptualisation towards a cyclical and embodied view of interaction. Implications for practice and/or policy New patterns of action may require a recalibration of educational practices. Teachers need to attend to new sets of touch actions that children use to communicate and act with as displays of knowledge. The use of touch screens should be seen as complementary to established practices of language and literacy training (such as book reading) rather than replacing them.

show abstract

Teacher Scaffolding of Preschoolers’ Shared Reading With a Storybook App and a Printed Book

Cited by 25 publications

References 62 publications

Teaching Preschoolers Theory of Mind Skills With Mobile Games

Teaching Preschoolers Theory of Mind Skills With Mobile Games

Production of oral narratives with an app in Early Childhood Education: analysis of engagement and narrative competence

How pedagogical relations in early years settings are reconfigured by interactive touchscreens

Contact Info

Product

Resources

About