iPlay, iLearn, iGrow

Gilbert, Caja; Yelland, Nicola

doi:10.4324/9781315753027-11

Cited by 16 publications

(16 citation statements)

References 2 publications

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“…Research has indicated that tablet use can foster art and drawing skills (Couse & Chen, ; Price, Jewitt & Crescenzi, ) and creative thinking through problem solving (Harwood et al ., ). There are case studies of early years practitioners supporting pre‐school children to use tablets for a range of creative activities, such as digital book creation (Flewitt, Messer, & Kucirkova, ; Sandvik, Smørdal, & Østerud, ), film‐making, music creation and photography (Dezuanni, Dooley, Gattenhof, & Knight ; Yelland & Gilbert, ). While studies such as these provide valuable information, there is still a gap in knowledge in terms of identifying the types of play and the range of creativity and creative thinking made possible by engagement with apps.…”

Section: Introductionmentioning

confidence: 99%

Play and creativity in young children's use of apps

Marsh¹,

Plowman²,

Yamada‐Rice³

et al. 2018

Brit J Educational Tech

129

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This study is the first to systematically investigate the extent to which apps for children aged 0–5 foster play and creativity. There is growing evidence of children's use of tablets, but limited knowledge of the use of apps by children of children of this age. This ESRC‐funded study undertook research that identified how UK children aged from 0 to 5 use apps, and how far the use of apps promotes play and creativity, given the importance of these for learning and development. A survey was conducted with 2000 parents of under 5s in the UK, using a random, stratified sample, and ethnographic case studies of children in six families were undertaken. Over 17 hours of video films of children using apps were analysed. Findings indicate that children of this age are using a variety of apps, some of which are not aimed at their age range. The design features of such apps can lead to the support or inhibition of play and creativity. The study makes an original contribution to the field in that it offers an account of how apps contribute to the play and creativity of children aged five and under.

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Section: Introductionmentioning

confidence: 99%

Play and creativity in young children's use of apps

Marsh¹,

Plowman²,

Yamada‐Rice³

et al. 2018

Brit J Educational Tech

129

View full text Add to dashboard Cite

show abstract

“…It is therefore no surprise that many parents and teachers are still cautious about digital tools (Burnett and Daniels 2016;Plowman, McPake, and Stephen 2010) and recent research has shown that digital technologies are rarely used in the context of early childhood learning and education (Endepohls-ulpe, Quaiser-Pohl, and Deckers 2016;European Commission 2015). Digital media usage in educational contexts is strongly influenced by prevailing attitudes and prejudices, and several studies have indicated a reluctance to use such media (Blackwell, Lauricella, and Wartella 2014;Yelland 2016). Aside from the critical view that is often taken of digital media, many early childhood classrooms also simply remain poorly equipped with tablets, computers, smart boards, and Internet access (Endepohls-ulpe, Quaiser-Pohl, and Deckers 2016;Wartella et al 2010).…”

mentioning

confidence: 96%

Interlaced social worlds: exploring the use of social media in the kindergarten

Knauf

2016

Early Years

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“…This echoes the debate between technology over other ways of learning and vice versa. It accords the sort of scepticism among early years educators, parents and scholars who in turn might be reluctant to use technology with young children (Yelland, 2016). However, Alper (2013) clarifies that this might not reveal any kind of technophobia, but instead implies that technology is one, but not the only, means that can support learning.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…Despite the potential of technology in early years educational practices and children’s holistic development, there is still a sort of scepticism among early years educators, parents and scholars. This is one of the main reasons why many early years settings are under-equipped with technological hardware and software (Knauf, 2016), and even if they are well-equipped, many early years educators are reluctant to incorporate them in their teaching (Yelland, 2016). However, Alper (2013) points out that these concerns are mainly based on the question how technological tools can best exist side-by-side with the non-technological tools.…”

Section: The Materials Space Of Educational Technology In Early Childhmentioning

confidence: 99%

The relational space of educational technology: Early childhood students’ views

Demetriou

Nikiforidou

2019

Global Studies of Childhood

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The aim of this article is to explore early childhood students’ views on how variations in educational technology might impact young children’s learning experiences in the classroom. Initially, a meta-analysis of 33 studies was carried out in order to identify how technology is positioned in children’s lives (m = 4.8 years), identifying two key dimensions: one, regarding aspects of children’s learning and, the other, regarding their personal development. At a second stage, two online vignettes, informed by the meta-analysis findings, were completed by 45 university students studying early childhood studies (N = 45). Participants’ understandings of the interplay between the First Space (material space) and the Second Space (mental space based on perceptions and attitudes) were explored from the perspective of Soja’s Third Space which combines both First and Second Spaces. Data show that alterations in the First Space influence participants’ opinions on the relationship between technology and children’s learning and development. The implications of this study reflect the complexity of educational technology in early years settings where both First and Second Spaces play a significant role and provides the opportunity to implement a spatial perspective on how practitioners can become navigators, transformers and constructors of their own technological praxis and practice.

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iPlay, iLearn, iGrow

Cited by 16 publications

References 2 publications

Play and creativity in young children's use of apps

Play and creativity in young children's use of apps

Interlaced social worlds: exploring the use of social media in the kindergarten

The relational space of educational technology: Early childhood students’ views

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