The Increasing Role of Electronic Toys in the Lives of Infants and Toddlers: Should We Be Concerned?

Levin, Diane E.; Rosenquest, Barbara

doi:10.2304/ciec.2001.2.2.9

Cited by 46 publications

(28 citation statements)

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“…Our findings do not support the concern that digital resources stifle children's creativity (Armstrong & Casement, 2000;House, 2012;Levin & Rosenquest, 2001;Olfman, 2003). Rather, this study suggests that there is a complex interrelationship between the properties of digital and non-digital text-making resources which impact on distinct facets of a child's creative expression and parents' support.…”

Section: Study Implicationscontrasting

confidence: 83%

“…While research has begun to shed light on the kinds of engagement digital text-making might support (Carter Ching, Wang, Shih, & Kedem, 2006;Crescenzi, Jewitt, & Price, 2014), little is known about the extent to which digital text-making resources can contribute to children's creative expression and collaboration with others at home. This line of inquiry is important given that concerns have been raised about digital resources stifling rather than supporting children's creativity (Armstrong & Casement, 2000;Levin & Rosenquest, 2001;Olfman, 2003) and encouraging solitary use rather than shared creative interactions (House, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Child–father creative text-making at home with crayons, iPad collage & PC

Kucirkova

Sakr

2015

Thinking Skills and Creativity

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a b s t r a c tThis study examines how the properties of digital (an iPad app and PC software) and nondigital (collage and drawing) resources for children's text-making influence the creative expression of a three-year-old during collaborative text-making with her father at home. Particular attention was paid to the child's 'possibility thinking' (Craft, 2008) and engagement in 'what if scenarios', her father's support for this kind of creative expression and their joint creative collaboration as it unfolded during eight episodes of text-making. Video transcripts were analysed using thematic deductive analysis, supplemented with multimodal description of the processes and frequency measures for the individual and collaborative indicators of possibility thinking. This study makes three novel contributions. Firstly, it enriches our understanding of creativity as it is manifest in the home environment. Secondly, it focuses on father-child collaborative creativity, and demonstrates how adults in the home can influence the creative trajectories that children take in their text-making with different resources. Finally, this study shows how the features of specific text-making resources, both digital and non-digital, shape creative text-making as it unfolds. The differences in how creativity was manifest with the four resources indicate that each of the resources carry a distinct creative potential. This has implications for how we support early childhood creativity, both through the physical resources we provide for the activity and through the adult interactions that surround it, particularly in the home.

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Section: Study Implicationscontrasting

confidence: 83%

Section: Introductionmentioning

confidence: 99%

Child–father creative text-making at home with crayons, iPad collage & PC

Kucirkova

Sakr

2015

Thinking Skills and Creativity

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“…The development of the child's perceptual abilities may suffer when many of their pastimes are activities that only require two senses. Many computer games, for example, offer little opportunity for decision making or embracing responsibility, and they tend to stifle creativity and self-expression (Armstrong & Casement, 2000;Levin & Rosenquest, 2001). Moreover, the children in this study are not developing an appreciation for the outdoor environment in the same way as previous generations.…”

Section: Implicationmentioning

confidence: 86%

An Investigation of the Status of Outdoor Play

Clements

2004

Contemporary Issues in Early Childhood

477

297

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This study discusses the extent to which children in the USA today participate in active, outdoor play, compared with the previous generation. Eight hundred and thirty mothers nationwide were surveyed regarding their active, outdoor play experiences as children, as well as their children's play experiences today. The mother's play experiences, compared with the child's, clearly indicate that children today spend considerably less time playing outdoors than their mothers did as children. The study reveals several fundamental reasons for this decline, including dependence on television and digital media, and concerns about crime and safety. The study also conveys findings related to the frequent use of electronic diversions and discusses several suggestions for early childhood professionals, classroom teachers, and parents for fostering the child's enjoyment for outdoor play.

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“…Future studies should expand the scope of this current study by researching into school settings with less involved parents. Finally, because electronic toys are playing an increasing role in the lives of kindergarten children, future studies may focus specifically on the responsible production and consumption of electronic toys (Levin & Rosenquest, 2001). …”

Section: Resultsmentioning

confidence: 99%

Going beyond Sorting Waste into Different Bins: Responsible Production and Consumption of Toys

Shing¹

2018

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Exposing children to concepts about sustainable development (SD) can be challenging because children might lack the life experience and the right levels of linguistic and cognitive skills to understand the complex issues surrounding SD. Coupled with other factors such as the teacher's professional knowledge and limited teaching time available, the teaching of SD might become operationalised as the sorting of waste products into different types of bins in the early childhood curriculum. Using a single case study, I examined how a Hong Kong kindergarten empowered young children to contribute to sustainable development through targeting the production and consumption of an object type that is readily understood by children: toys. Based on classroom observations involving three age groups (K1: three-year-olds; K2: four-yearolds; K3: five-year-olds) and interviews with the principal, I found that the school had creatively adopted a whole school approach in order to support children's gradual learning about sustainable development. At K1 the focus was on refusal: avoiding plastic toys in learning activities. At K2 the focus was on reuse. Knowledge related to the responsible production and consumption of toys was directly taught. At K3, the focus was on change: the children were to apply their previously acquired knowledge by producing toys for all children to share. Analyses of the interview data also revealed that going beyond the school level by partnering with parents in sustainable development had consequences for the school and the wider community.

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The Increasing Role of Electronic Toys in the Lives of Infants and Toddlers: Should We Be Concerned?

Cited by 46 publications

References 0 publications

Child–father creative text-making at home with crayons, iPad collage & PC

Child–father creative text-making at home with crayons, iPad collage & PC

An Investigation of the Status of Outdoor Play

Going beyond Sorting Waste into Different Bins: Responsible Production and Consumption of Toys

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