Observing and assessing young children's digital play in the early years: Using the Digital Play Framework

Title
Observing and assessing young children's digital play in the early years: Using the Digital Play Framework
Publication Date
2017
Author(s)
Edwards, Susan
Bird, Jo
( author )
OrcID: https://orcid.org/0000-0002-3345-1815
Email: jbird21@une.edu.au
UNE Id une-id:jbird21
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Sage Publications Ltd
Place of publication
United Kingdom
DOI
10.1177/1476718x15579746
UNE publication id
une:21601
Abstract
Early childhood education settings are characterized by the use of play-based learning and the assessment of children's play by teachers to promote further learning. A problem with technology use in early childhood settings is that little is known about how children learn to use technologies through play. This lack of knowledge makes it difficult for teachers to observe and assess how young children in their settings are learning to use technologies. In this article, we report on the use of a new framework we have previously developed to help educators observe and assess young children's learning to use technologies through play. Known as the Digital Play Framework, the framework draws on Vygotsky's ideas about tool mediation to position technologies as tools that children learn to master according to Hutt's conceptualization of epistemic and ludic play. We suggest that the Digital Play Framework holds potential for supporting educators to identify children's learning to use technologies through play and therefore opportunities for extending the provision of play-based technology education in the early years.
Link
Citation
Journal of Early Childhood Research, 15(2), p. 158-173
ISSN
1741-2927
1476-718X
Start page
158
End page
173

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