Converged play characteristics for early childhood education: multi-modal, global-local, and traditional-digital

Edwards, Susan; Mantilla, Ana; Grieshaber, Susan; Nuttall, Joce; Wood, Elizabeth

doi:10.1080/03054985.2020.1750358

Cited by 27 publications

(27 citation statements)

References 32 publications

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Section: Digital Play Is Real Playmentioning

confidence: 99%

“…Traditional beliefs about play, particularly the value of open-ended and exploratory play, can be seen as barriers to digital technology integration in ECEC (Edwards et al 2020). However, for many children growing up today, digital technology is as natural as any other artefact or tool (Edwards et al 2020;Fleer 2020). Fleer (2020) observed that the children used digital technology in distributed ways across the various activities and rooms in the ECEC settings and included the technology in their play.…”

Section: Digital Play Is Real Playmentioning

confidence: 99%

“…To meet these new and transformative conditions for children's play, Edwards et al (2020) introduced the concept of converged play. As highlighted by several researchers (e.g.…”

Section: Digital Play Is Real Playmentioning

confidence: 99%

“…As highlighted by several researchers (e.g. Edwards et al 2020;Fleer 2019Fleer , 2020Lafton 2019), it has become almost impossible to distinguish between 'real' play and digital play today because children's various play practices are so interrelated with each other and continuously moving towards each other. According to Lafton (2019), the spheres where technology and traditional toys are present overlap with each other in children's play.…”

Section: Digital Play Is Real Playmentioning

confidence: 99%

“…Fleer (2019, 214) describes these practices as a 'coalition of practices' that create new transformative conditions for children in a play-based learning environment. Converged play can be seen as the starting point of a movement towards helping teachers understand teaching and learning in the digital age an age in which children's experiences of digital technologies, media, and popular culture within their homes also must be taken into account (Edwards et al 2020).…”

Section: Digital Play Is Real Playmentioning

confidence: 99%

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Children and teachers engaging together with digital technology in early childhood education and care institutions: a literature review

Undheim

2021

European Early Childhood Education Research Journal

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The purpose of this literature review is to identify patterns and discuss key perspectives from empirical studies published during the last decade that explore how young children (birth to six years old) and teachers together engage with digital technologies in early childhood education and care institutions. An inductive thematic analysis results in five key perspectives: 1) digital play is real play; 2) disconnected contexts; 3) teachers' knowledge and beliefs; 4) learning with and from technology; and 5) children as creators. The findings demonstrate the importance of defining digital technology in a broad way. Further, several of the articles highlight teachers' reflections and judgements regarding how they can implement and embed digital technology into their pedagogical practice. Based on the findings, I suggest that a more explicit focus on digital technology be embedded into pedagogical practice in national ECEC curricula, as well as in national guidelines for EC teacher education.

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Section: Digital Play Is Real Playmentioning

confidence: 99%

Section: Digital Play Is Real Playmentioning

confidence: 99%

“…To meet these new and transformative conditions for children's play, Edwards et al (2020) introduced the concept of converged play. As highlighted by several researchers (e.g.…”

Section: Digital Play Is Real Playmentioning

confidence: 99%