Playful and creative ICT pedagogical framing: a nursery school case study

Abstract

This article reports on the findings of a one-year qualitative study in which a nursery school used information and communication technology (ICT) and a digital media consultant as a catalyst for cultural change leading to teachers’ improved pedagogical framing and children's enhanced learning dispositions. The pedagogic framing included the children making mini-movies and avatars which were uploaded onto the nursery website. It is argued that such innovative and creative ICT pedagogy was strongly motivational and afforded opportunities for co-construction and sustained shared thinking (SST) as it engaged with children's and families’ digital cultural habitus. The research reports on field notes, interviews and observations (n = 15) of child peer interactions and teacher child interactions.

Keywords:

• pedagogy
• ICT
• children's talk
• digital habitus
• sustained shared thinking

Acknowledgements

I am very grateful to Mr Simon Holmes, the headteacher of St Philip's Marsh Nursery School, whose passionate leadership and belief in young children's ICT creative abilities, initiated and sustained this project throughout its duration. Thanks also to Sara Strickland, Suited and Booted's digital consultant and her child centred digital expertise. The children and staff of St Philip's Marsh Nursery School gave generously of their time and enthusiasm for which I am very grateful. Thanks also to my colleague Professor Dominic Wyse who provided invaluable critical comments on an earlier draft.

Notes on contributor

Guy Roberts-Holmes is the programme leader of the MA Early Years Education at the Institute of Education, University of London. His current research interests include curriculum and pedagogy within ICT and children's cross cultural identities.