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Oxford Review of Education Volume 46, 2020 - Issue 5
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Research Article

Converged play characteristics for early childhood education: multi-modal, global-local, and traditional-digital

Susan Edwardsa Learning Sciences and Teacher Education, Australian Catholic University, East Melbourne, AustraliaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-5945-0597View further author information
ORCID Icon,
Ana Mantillab School of Psychology, Deakin University, Melbourne, AustraliaView further author information
,
Susan Grieshaberc School of Education, La Trobe University, Melbourne, AustraliaView further author information
,
Joce Nuttalld Australian Catholic University, Brisbane, AustraliaView further author information
&
Elizabeth Woode School of Education, University of Sheffield, Sheffield, EnglandORCID Iconhttps://orcid.org/0000-0002-1027-1520View further author information
ORCID Icon
Pages 637-660 | Published online: 28 May 2020

Citations (17)

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Read on this site (7)

Joëlle Swart, Hanne Stegeman, Lucy Frowijn & Marcel Broersma. (2024) The paradox of play: How Dutch children develop digital literacy via offline engagement with digital media. Journal of Children and Media 18:1, pages 138-154.
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Marilyn Fleer & Prabhat Rai. (2023) Zoom play: Affectively mobilised collective play across Family Day Care settings. European Early Childhood Education Research Journal 31:5, pages 826-843.
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J. Albin-Clark. (2023) What is mobile documentation doing through social media in early childhood education in-between the boundaries of a teacher’s personal and professional subjectivities?. Learning, Media and Technology 48:3, pages 444-459.
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Joce Nuttall, Tonya Rooney, Alexandra C. Gunn & E. Jayne White. (2023) The impact of digital documentation platforms on early childhood educators’ work in Australia and New Zealand. Technology, Pedagogy and Education 32:2, pages 257-273.
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Jostein Rønning Sanderud, Kirsti Pedersen Gurholt & Vegard Fusche Moe. (2022) Didactic sensitivity to children and place: a contribution to outdoor education cultures. Sport, Education and Society 27:9, pages 1086-1099.
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Marianne Undheim. (2022) Children and teachers engaging together with digital technology in early childhood education and care institutions: a literature review. European Early Childhood Education Research Journal 30:3, pages 472-489.
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Susan Edwards. (2021) Digital play and technical code: what new knowledge formations are possible?. Learning, Media and Technology 46:3, pages 306-319.
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Articles from other publishers (10)

Marianne Undheim, Natalia Kucirkova, Torstein Unstad & Maria Dardanou. (2024) Tracing the Ontological Beliefs of Norwegian Educators Concerning Technology use in Early Childhood Education and Care. Technology, Knowledge and Learning.
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Ulf Buskqvist & Emelie Johansson. (2024) From digital competence to digital capacity. Nordic Journal of Digital Literacy 19:1, pages 39-51.
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Emilie Elsa Moberg. (2024) Minecraft and Super Mario as enacted in a preschool setting: Children's engagements with digital popular culture beyond player–interface–screen ecologies. Contemporary Issues in Early Childhood.
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O.V. Salomatova. (2023) The Concept of the Digital Play by S. Edwards in the Context of the Cultural-Historical Paradigm. Cultural-Historical Psychology Культурно-историческая психология 19:3, pages 30-38.
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Susan Edwards. (2022) Concepts for Early Childhood Education and Care in the Postdigital. Postdigital Science and Education 5:3, pages 777-798.
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Elizabeth Ann Wood. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition) 477 485 .
Eva Brooks & Emma Edstrand. 2023. Human-Computer Interaction. Human-Computer Interaction 3 25 .
Eva Brooks & Anders Kalsgaard Møller. 2023. Creating Digitally. Creating Digitally 473 490 .
Susan Grieshaber, Joce Nuttall & Susan Edwards. (2021) Multimodal play: A threshold concept for early childhood curriculum?. British Journal of Educational Technology 52:6, pages 2118-2129.
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Caroline Cohrssen. (2021) Considering Form and Function: A Commentary on the Review of the Early Years Learning Framework for Australia. Australasian Journal of Early Childhood 46:3, pages 216-223.
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