The camera is not a methodology: towards a framework for understanding young children's use of video cameras

Bird, Jo; Colliver, Yeshe; Edwards, Susan

doi:10.1080/03004430.2013.878711

Cited by 16 publications

(15 citation statements)

References 31 publications

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“…We developed an initial conceptual framework to understand how young children learn to use video cameras through play when conducting research with children that invited them to record their perspectives on their early learning (Bird et al, 2014). This framework is predicated on concepts derived from Vygotsky's (1997) theorisation regarding the cultural basis of knowledge formation and Hutt's (1966) research into young children's play with novel objects.…”

Section: Theorymentioning

confidence: 99%

“…Word limitations restrict a full description of the development of the indicators. However, full details can be viewed in Bird et al (2014).…”

Section: Theorymentioning

confidence: 99%

“…In this paper, we identify the indicators that appear to be associated with young children's learning to use still cameras, iPads™ and computers through play. To do so, we use a conceptual framework we previously developed to understand children's learning to use video cameras through play (Bird, Colliver & Edwards, 2014). The conceptual framework integrates two core theoretical ideas, including: (1) the concept of tool mediation from sociocultural theory, and (2) the evolution of epistemic activity into ludic activity derived from Hutt's (1966) research regarding children's play with novel objects.…”

Section: Introductionmentioning

confidence: 99%

“…The initial conceptual framework for understanding how children learn to use video cameras through play(Bird et al, 2014) …”

mentioning

confidence: 99%

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

Bird¹,

Edwards²

2014

Brit J Educational Tech

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118

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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: Theorymentioning

confidence: 99%

“…Word limitations restrict a full description of the development of the indicators. However, full details can be viewed in Bird et al (2014).…”

Section: Theorymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…The initial conceptual framework for understanding how children learn to use video cameras through play(Bird et al, 2014) …”

mentioning

confidence: 99%

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

Bird¹,

Edwards²

2014

Brit J Educational Tech

Self Cite

118

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“…Our study applied the epistemic and ludic play themes from the digital play framework of Bird et al . () as a coding scheme to describe and explain the children's behaviours. These themes were then used as units of analysis to enable us to describe the occurrences of play (Table ).…”

Section: Methodsmentioning

confidence: 99%

Video art as digital play for young children

Leung

Choi²,

Yuen

2019

Brit J Educational Tech

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In the 21st century, along with fine arts, media art has become an important genre for young children. Undoubtedly, early visual arts give children a powerful language with which to express themselves aesthetically, cognitively and creatively through the use of symbolic representations. However, digital play remains a controversial issue in early childhood education, causing many schools to delay implementing digital arts. Recently, a number of international scholars have studied how digital technologies relate to children's learning experiences at school, arguing that open‐ended digital devices (eg, tablet computers, cameras and video recorders) may allow children to produce more creative content, such as drawings, photos and films. This study explored the role of video art in early visual arts education by using digital devices in a summer workshop in Hong Kong on video making, applying the digital play framework to the data collected. The findings revealed that the children who participated were able to explore the professional device through epistemic play. Meanwhile, they were able to use film language to share their toy‐playing stories and make their own 1‐minute video through ludic play. In this study, the children engaged in concurrent exploratory activities, using a digital video recorder and toys to create innovative and imaginative play. The findings of this study increase practitioners' and leaders' awareness of the role of digital play in early childhood education. What is already known about this topic? Digital arts initiatives in early childhood education have been discussed around the world; however, the implementation of digital arts learning projects has been a challenging undertaking in schools. The digital play framework has been introduced in the previous literature. This framework helps teachers observe, plan for and integrate the use of still‐camera technologies in play‐based learning. What this paper adds This study aims to offer practical advice on the integration of video art in children's digital play activities. It adopts a theoretical lens related to video making to examine techniques and engagement among children in the Asia‐Pacific region. It supplements the existing digital play framework with additional indicators associated with learning to use video cameras through play. Implications for practice and policy This study sheds new light on the application of open‐ended digital devices in children's play and learning. The results highlight the value of children's play in digital arts and the possibility of integrating digital arts into the early childhood curriculum in schools.

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