TY - CHAP
T1 - Digital peer play
T2 - meta-imaginary play embedded in early childhood play-based settings
AU - Fleer, Marilyn
PY - 2020
Y1 - 2020
N2 - Digital childhood captures the everydayness of children growing up in many European and European heritage communities (Danby et al., Digital childhood. Springer, Amsterdam, 2018), where young children’s engagement with digital devices (Arnott, Digital technologies and learning in the early years. Sage, London. ISBN 978-1-41296-242-1, 2017) has become normalised. Despite the arguments for both positive and negative dimensions of increasing screen time (Walker et al., Use of digital technologies and cognitive self-regulation in young children. Findings from the Longitudinal Study of Australian Children. In: Danby S, Fleer M, Davidson C, Hatzigianni M (eds) Digital childhood, Springer, Amsterdam, 2018), little attention has been directed to how peers play together in early childhood settings where digital devices, such as touch screen tablets and animation apps, are being introduced. This chapter follows a group of 24 children (1.6–5.3; mean age 3.5 years) and their teachers (n = 10; 23.5 h of video observations) engaged in imaginary play (Hakkarainen et al., Eur Early Childhood Edu Res J 21(2):213–225. https://doi.org/10.1080/1350293X.2013.789189, 2013). The study found that digital meta-imaginary peer play situations appeared within the holistic context of peer-initiated play and adult-initiated play inquiry. The key drivers of this holistic conception of digital peer play featured digital placeholders and virtual pivots, and this dynamic evolved over time as the adults became players to support play development and as children became narrators of the digital play.
AB - Digital childhood captures the everydayness of children growing up in many European and European heritage communities (Danby et al., Digital childhood. Springer, Amsterdam, 2018), where young children’s engagement with digital devices (Arnott, Digital technologies and learning in the early years. Sage, London. ISBN 978-1-41296-242-1, 2017) has become normalised. Despite the arguments for both positive and negative dimensions of increasing screen time (Walker et al., Use of digital technologies and cognitive self-regulation in young children. Findings from the Longitudinal Study of Australian Children. In: Danby S, Fleer M, Davidson C, Hatzigianni M (eds) Digital childhood, Springer, Amsterdam, 2018), little attention has been directed to how peers play together in early childhood settings where digital devices, such as touch screen tablets and animation apps, are being introduced. This chapter follows a group of 24 children (1.6–5.3; mean age 3.5 years) and their teachers (n = 10; 23.5 h of video observations) engaged in imaginary play (Hakkarainen et al., Eur Early Childhood Edu Res J 21(2):213–225. https://doi.org/10.1080/1350293X.2013.789189, 2013). The study found that digital meta-imaginary peer play situations appeared within the holistic context of peer-initiated play and adult-initiated play inquiry. The key drivers of this holistic conception of digital peer play featured digital placeholders and virtual pivots, and this dynamic evolved over time as the adults became players to support play development and as children became narrators of the digital play.
KW - Conceptual playworld
KW - Cultural-historical
KW - Playworlds
KW - STEM
UR - http://www.scopus.com/inward/record.url?scp=85088456393&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-42331-5_4
DO - 10.1007/978-3-030-42331-5_4
M3 - Chapter (Book)
AN - SCOPUS:85088456393
SN - 9783030423308
T3 - International Perspectives on Early Childhood Education and Development
SP - 45
EP - 59
BT - Peer P Lay and Relationships in Early Childhood
A2 - Ridgway, Avis
A2 - Quiñones, Gloria
A2 - Li, Liang
PB - Springer
CY - Cham Switzerland
ER -