Teachers’ dispositions towards the role of digital devices in play-based pedagogy in early childhood education

Palaiologou, Ioanna

doi:10.1080/09575146.2016.1174816

Cited by 100 publications

(70 citation statements)

References 39 publications

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“…It reveals a changing trend in views on the use and integration of technology from a very young age. Consistent with recent reports (Kerckaert, Vanderlinde, & van Braak, ; Palaiologou, ) teachers in this study were found to be more confident in their personal use of technology and more open to change.…”

Section: Discussionsupporting

confidence: 92%

“…The majority of them see very young children as “young explorers” and “creators,” they resist the passive nature of technological engagements and they value children’s rights. However, as previously reported by Palaiologou (), they are not as convinced about the involvement of technology in play and how new touchscreen technologies could potentially enhance children’s free play, a core value of ECE.…”

Section: Discussionmentioning

confidence: 82%

“…Other researchers have used alternative categorisations. For example, Palaiologou’s international study (, p. 5) on ECE teachers’ dispositions towards digital devices in play‐based pedagogy identified three key themes: task‐behavioural orientation (tasks teachers complete with digital devices); emotional orientation (teachers’ feelings towards digital devices); and coping orientation (teachers’ intentions when using digital devices). Plumb and Kautz (, p. 11), in contrast, developed a tri‐perspective framework for categorising the factors preventing the integration of technology in ECE.…”

Section: Methodsmentioning

confidence: 99%

“…Professional decisions on whether or not to implement technology in class thus has a significant impact on children’s learning and development (Plowman & McPake, ). Research on educators of older children has also highlighted specific factors preventing the later implementation of technology, such as: technology anxiety; lack of training; lack of efficient leadership; and more (Aldunate & Nussbaum, ; Palaiologou, ). However, there is limited research on the beliefs or attitudes of EC educators who work with children under three years of age in Australia and elsewhere.…”

Section: Introductionmentioning

confidence: 99%

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Early childhood educators’ attitudes and beliefs around the use of touchscreen technologies by children under three years of age

Hatzigianni

Kalaitzidis

2018

Brit J Educational Tech

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This paper reports on an Australian study around early childhood educators’ attitudes and beliefs on the use of touchscreen technologies by very young children, under three years of age. The study adopted an ecological perspective and educators and directors of early childhood centres completed an online survey and were interviewed on this specific topic. Data were analysed to identify teachers’ competencies (eg, digital skills) but also possible factors behind attitudes and beliefs (eg, leadership styles; training; teaching philosophy). Findings suggest that early childhood teachers’ views are evolving and they are now more confident when they use technology for work/personal purposes but not as confident when integrating technology with very young children. Educators’ overall confidence and hours using technology is significantly associated with a positive attitude towards the incorporation of technology. Their teaching philosophy is also associated with their technology use with very young children. In contrast, training or lack of it is not significant. This study has direct implications for Early Childhood Education as it will contribute to better understanding educators’ views and practices on a hotly debated topic and whether they are ready to change their traditional views and embrace this new social reality. The need for more research on the influence of technological use on very young children’s development will also be underlined.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 82%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Early childhood educators’ attitudes and beliefs around the use of touchscreen technologies by children under three years of age

Hatzigianni

Kalaitzidis

2018

Brit J Educational Tech

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“…Fourth, although less is known about teachers’ digital pedagogy and practices in free play settings, there is growing interest in better understanding the use and place of digital devices and apps in the naturalistic settings of pre‐schools (Palaiologou, ; Yelland & Gilbert, ), where working and nonworking digital technologies are now more commonly featured (Bird, ). In these contexts, a great deal of discussion is directed towards the nature of digital play across a range of activity settings, for example, using devices in the outdoor area (Johnston & Highfield, ), the nature of digital play to support subject area learning, for example, numeracy skills (Levy & Sinclair, ), the unfolding nature of talk and interaction around digitally enabled pre‐schools (Theobald et al ., ), the social interactions needed and promoted around screen use (see Wohlwend, ), and how children and teachers’ social worlds are expanded through social media in kindergarten settings, such as collectively constructed tweeting (see Knauf, ).…”

Section: What Is Known About Digital Playmentioning

confidence: 99%

Digital animation: New conditions for children's development in play‐based setting

Fleer¹

2018

Brit J Educational Tech

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There is increasing recognition of digital childhoods [Danby, S., Fleer, M., Davidson, C., & Hatzigianni, M. (Eds.). (2018). Digital childhood. Amsterdam: Springer] and a corresponding body of research into young child's engagement with digital devices across a broad range of contexts [Marsh, J. A., Plowman, L., Yamada‐Rice, D., Bishop, J., & Scott, F. (2016). Digital play: a new classification. Early Years, 36, 242–253. doi:10.1080/09575146.20161167675]. What is missing from the literature is an understanding of if and how these devices, when used with animation apps in play‐based programs, change pre‐school practices and the developmental conditions of children's play. In drawing upon Vygotsky's [(). Play and its role in the mental development of the child. Voprosy Psikhologii, 12, 62–76] conception of play as the leading motive of pre‐school‐aged children, the naturalistic study reported in this paper seeks to address this gap. Video observations of children (3.3–5.8 years) and teachers digitally engaged across five sites during free‐play time (413.8 h of video observations) were studied using a cultural–historical conception of play [Vygotsky, L. S. (2005). Appendix: from the notes of L.S Vygotsky for lectures on the psychology of preschool children. Journal of Russian and East European Psychology, 43, 90–97]. The findings show that digital animation in a free‐play program where role‐play is featured can enrich the play opportunities of children which in turn promote play complexity and increase social and cognitive demands on children, which together can be theorized as a positive force for children's development. These developmental conditions emerged as a profile of five interrelated key digital practices and psychological characteristics, adding to our understandings of digital play.

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A scoping review of research on play‐based pedagogies in kindergarten education

Pyle

DeLuca

Danniels

2017

Review of Education

103

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Across a number of countries, play‐based learning is the mandated pedagogy in early years’ curricula. However, a lack of consensus remains both in research and practice regarding the value and role of play in children's learning. This scoping review analyses 168 articles addressing play‐based learning for 4–5 year old children divided into three categories: research on play for developmental learning, research on play for academic learning and factors influencing play in kindergarten classrooms. Much of the research endorsed play as fulfilling an important role in early learning. However, two disparate perspectives concerning the role of play for developmental versus academic learning demonstrate different orientations towards the value and potential benefits of play. Research focused on developmental learning endorsed the use of free play and a passive teacher role, while research focused on academic learning endorsed teacher‐directed and mutually directed play where the teacher fulfills an active play role. A similar lack of consensus was found among research with educators regarding the role and benefits of play. These findings indicate a need to move away from a binary stance regarding play and towards an integration of perspectives and practices, with different types of play perceived as complementary rather than incompatible.

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Teachers’ dispositions towards the role of digital devices in play-based pedagogy in early childhood education

Cited by 100 publications

References 39 publications

Early childhood educators’ attitudes and beliefs around the use of touchscreen technologies by children under three years of age

Early childhood educators’ attitudes and beliefs around the use of touchscreen technologies by children under three years of age

Digital animation: New conditions for children's development in play‐based setting

A scoping review of research on play‐based pedagogies in kindergarten education

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