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Articles

An ecological exploration of young children’s digital play: framing children’s social experiences with technologies in early childhood

Pages 271-288 | Received 01 Dec 2015, Accepted 18 Apr 2016, Published online: 25 May 2016

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Fiona M. Loudoun, Bryan Boyle & Maria Larsson-Lund. (2023) Making choices in digital play spaces: Children’s experiences. Scandinavian Journal of Occupational Therapy 30:8, pages 1460-1471.
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Robin Samuelsson, Sara Price & Carey Jewitt. (2022) How young children’s play is shaped through common iPad applications: a study of 2 and 4–5 year-olds. Learning, Media and Technology 0:0, pages 1-19.
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Wenwei Luo, Ilene R. Berson, Michael J. Berson & Sophia Han. (2022) Young chinese children's remote peer interactions and social competence development during the COVID-19 pandemic. Journal of Research on Technology in Education 54:sup1, pages S48-S64.
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Wenwei Luo, Ilene R. Berson & Michael J. Berson. (2022) Enhancing preschool–home collaboration: lessons from virtual home visit experiences during the COVID-19 outbreak in China. Early Years 42:1, pages 119-135.
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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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Yeshe Colliver, Maria Hatzigianni & Ben Davies. (2020) Why can’t I find quality apps for my child? A model to understand all stakeholders’ perspectives on quality learning through digital play. Early Child Development and Care 190:16, pages 2612-2626.
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Susan Edwards, Ana Mantilla, Susan Grieshaber, Joce Nuttall & Elizabeth Wood. (2020) Converged play characteristics for early childhood education: multi-modal, global-local, and traditional-digital. Oxford Review of Education 46:5, pages 637-660.
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Sally Brown. (2020) Pushing against hegemonic practices: emergent bilinguals respond to children’s literature. European Early Childhood Education Research Journal 28:2, pages 242-255.
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Marilyn Fleer. (2020) Digital pop-ups: studying digital pop-ups and theorising digital pop-up pedagogies for preschools. European Early Childhood Education Research Journal 28:2, pages 214-230.
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Jackie Marsh, Elizabeth Wood, Liz Chesworth, Bobby Nisha, Beth Nutbrown & Bryony Olney. (2019) Makerspaces in early childhood education: Principles of pedagogy and practice. Mind, Culture, and Activity 26:3, pages 221-233.
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Christine Jack & Steve Higgins. (2019) What is educational technology and how is it being used to support teaching and learning in the early years?. International Journal of Early Years Education 27:3, pages 222-237.
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Ilene R. Berson, Karen Murcia, Michael J. Berson, Victoria Damjanovic & Virginia McSporran. (2019) Tangible Digital Play in Australian and U.S. Preschools. Kappa Delta Pi Record 55:2, pages 78-84.
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Omar Sulaymani, Marilyn Fleer & Denise Chapman. (2018) Understanding children’s motives when using iPads in Saudi classrooms: is it for play or for learning?. International Journal of Early Years Education 26:4, pages 340-353.
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Jill Dunn, Colette Gray, Pamela Moffett & Denise Mitchell. (2018) ‘It’s more funner than doing work’: children’s perspectives on using tablet computers in the early years of school. Early Child Development and Care 188:6, pages 819-831.
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Emelie Stavholm, Pernilla Lagerlöf & Cecilia Wallerstedt. (2023) The mediating role of concepts for collective reasoning about integrating play, teaching and digital media in preschool: A potential for enabled agency for early childhood teachers. Journal of Early Childhood Research 21:4, pages 484-497.
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