Projects per year
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 language | English |
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Pages (from-to) | 207-220 |
Number of pages | 14 |
Journal | Mind, Culture, and Activity |
Volume | 26 |
Issue number | 3 |
DOIs | |
Publication status | Published - 3 Jul 2019 |
Projects
- 1 Finished
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An investigation into the relations between imaginary situations and scientific abstractions in preschool digital play
Fleer, M. (Primary Chief Investigator (PCI))
ARC - Australian Research Council
11/03/14 → 21/12/17
Project: Research