Digitally amplified practices: beyond binaries and towards a profile of multiple digital coadjuvants

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Abstract

To examine the agentic conditions afforded through the use of digital tools in play-based settings, the Vygotskian (1997a, 1997b) concept of imitation was used to study the pedagogical practices of two teachers over two years (Group 1: 3–5.8 years, mean 4.5 years; Group 2: 4.7–6.7, mean 4.5). Rather than a static view of digital technology, where screen time acts as a proxy for understanding the child’s experience, this study found a complex profile of practices where digital tool use could not be separated from the existing preschool program. It is argued that these digitally amplified practices, named as coadjuvants, support children’s development.

Original languageEnglish
Pages (from-to)207-220
Number of pages14
JournalMind, Culture, and Activity
Volume26
Issue number3
DOIs
Publication statusPublished - 3 Jul 2019

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