Understanding children’s motives when using iPads in Saudi classrooms: is it for play or for learning?

Sulaymani, Omar; Fleer, Marilyn; Chapman, Denise

doi:10.1080/09669760.2018.1454303

Cited by 9 publications

(9 citation statements)

References 20 publications

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“…While research has long reported on the presence of technology in play [ 21 ] the types of technology and the way that it features continues to evolve. Technology can afford new types of play [ 22 ], but it is often also assimilated into, and alongside, more traditional play [ 23 ]. For children, digital play is not necessarily identified as different from non-digital play and they often move between the two seamlessly [ 15 ].…”

Section: Resultsmentioning

confidence: 99%

“…A difference in the perceptions of technology and play/play-based learning between children and adults emerged as a theme from the literature search. Sulaymani and colleagues [ 22 ] report that school aged children in their study saw time with the iPads as play, where as teachers saw it as learning. This not only demonstrates the different motivations children and adults have around touchscreen devices, but also highlights that children do not make the distinction between play and learning in the same way that adults do.…”

Section: Resultsmentioning

confidence: 99%

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Engagement and Immersion in Digital Play: Supporting Young Children’s Digital Wellbeing

Johnston

2021

IJERPH

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For many families, young children’s engagement with screen-based technology is an ongoing concern in terms of physical, social and cognitive development. They are uneasy with the difficulty children have disengaging from screens and concerned that this behavior is obsessive or a sign of addiction. However, technology is recognized as having a “rightful role” in early childhood contexts. This scoping paper reports on a review of literature relating to digital play for children aged birth to five years, with the aim of further understanding digital wellbeing. Csikszentmihalyi’s flow theory serves as a theoretical framework for understanding why many young children enjoy digital play and become deeply engaged, with a disconnect between how young children and adults perceive digital play. Concerns about children’s deep immersion with digital play are interrogated to understand the connections with perceived addictive traits. The review highlights the critical importance of supporting children’s agency and digital citizenship skills from a young age, including the ability to critique content, balance screen-time with non-screen time and to develop self-control and self-regulation as a means to promote long-term positive outcomes for children in their digital lifeworlds and beyond.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Engagement and Immersion in Digital Play: Supporting Young Children’s Digital Wellbeing

Johnston

2021

IJERPH

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“…According to several researchers, assumptions about the nature of play-based pedagogy and the potential uses of digital technology have created tensions and confusion among teachers in ECEC (Aldhafeeri, Palaiologou, and Folorunsho 2016;Palaiologou 2016;Sulaymani, Fleer, and Chapman 2018). While the teachers in some studies demonstrated fears about digital technology having a negative impact on children in terms of their well-being, social development and health (e.g.…”

Section: Teachers' Knowledge and Beliefsmentioning

confidence: 99%

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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“…Children's perspective of play learning to use technologies (tools that children learn to master), reading and writing both digital and non-digital texts A cultural historical perspective of motive and play (8) Sulaymani, Fleer, and Chapman (2018) using digital technologies as a means, undertaking digital making, participating in pretend play…”

Section: Orcidmentioning

confidence: 99%

A theoretical framework for understanding children’s learning at play in a hybrid reality

Wernholm

2021

International Journal of Play

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The aim of this article is to propose a theoretical framework for understanding children's learning at play in a hybrid reality. Metasynthesis is applied as a method for examining children's meaning making activities when playing in a hybrid reality. The data consists of 41 peer-reviewed articles. Through qualitative content analysis previous theoretical frameworks and theories are validated or extended and finally outlined as a theoretical framework. Five essential concepts for interpreting and understanding children's learning at play in a hybrid reality are identified and proposed: performing self, exploration, contribution, connection and multimodal participatory literacies. The framework is not fully applicable on digital play activities focusing on 'skill and drill'; rather, the framework should be applied on digital play activities where the outcome is not clear. In these kind of play activities, children can explore and make use of their imagination when creating multimodal representations together with their playmates.

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Understanding children’s motives when using iPads in Saudi classrooms: is it for play or for learning?

Cited by 9 publications

References 20 publications

Engagement and Immersion in Digital Play: Supporting Young Children’s Digital Wellbeing

Engagement and Immersion in Digital Play: Supporting Young Children’s Digital Wellbeing

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

A theoretical framework for understanding children’s learning at play in a hybrid reality

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