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Learning through digital play in the Australian context of early childhood education and care

Chapter


Abstract


  • Nikolay Veraksa and Sonja Sheridan; individual chapters, the contributors. Early childhood pedagogy recognizes the importance of social interactions and imaginative play; however, the recent proliferation of digital tablet technologies has stimulated young children to engage increasingly in digital play. In this chapter, we use the sociocultural theorization of imaginative play, and the concept of sustained shared thinking, to explore whether (and how) digital play provides similar developmental benefits to traditional imaginative play. We show that while digital play is largely shaped by the content and design of the apps, adult-child interactions are critical for extending children’s thinking through digital play.

Publication Date


  • 2018

Citation


  • Verenikina, I., Siraj, I. & Kervin, L. (2018). Learning through digital play in the Australian context of early childhood education and care. In N. Veraksa & S. Sheridan (Eds.), Vygotsky’s Theory in Early Childhood Education and Research: Russian and Western Values (pp. 166-178). Abingdon, United Kingdom: Routledge.

International Standard Book Number (isbn) 13


  • 9781138299054

Scopus Eid


  • 2-s2.0-85047036680

Book Title


  • Vygotsky’s Theory in Early Childhood Education and Research: Russian and Western Values

Start Page


  • 166

End Page


  • 178

Place Of Publication


  • Abingdon, United Kingdom

Abstract


  • Nikolay Veraksa and Sonja Sheridan; individual chapters, the contributors. Early childhood pedagogy recognizes the importance of social interactions and imaginative play; however, the recent proliferation of digital tablet technologies has stimulated young children to engage increasingly in digital play. In this chapter, we use the sociocultural theorization of imaginative play, and the concept of sustained shared thinking, to explore whether (and how) digital play provides similar developmental benefits to traditional imaginative play. We show that while digital play is largely shaped by the content and design of the apps, adult-child interactions are critical for extending children’s thinking through digital play.

Publication Date


  • 2018

Citation


  • Verenikina, I., Siraj, I. & Kervin, L. (2018). Learning through digital play in the Australian context of early childhood education and care. In N. Veraksa & S. Sheridan (Eds.), Vygotsky’s Theory in Early Childhood Education and Research: Russian and Western Values (pp. 166-178). Abingdon, United Kingdom: Routledge.

International Standard Book Number (isbn) 13


  • 9781138299054

Scopus Eid


  • 2-s2.0-85047036680

Book Title


  • Vygotsky’s Theory in Early Childhood Education and Research: Russian and Western Values

Start Page


  • 166

End Page


  • 178

Place Of Publication


  • Abingdon, United Kingdom