Digitally amplified practices: Beyond binaries and towards a profile of multiple digital coadjuvants

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.

Acknowledgments

Australian Research Council Discovery Grant DP140101131 funded the study and research assistance for data collection in this paper was provided by Sue March (field leader), Fatema Taj Johora, Junqian Ma and data organisation by Freya Fleer-Stout and Ainslie Holland. Special acknowledgment is made of the two teachers who participated in the study in Site 1, Rebecca and Oriana.

Disclosure statement

No potential conflict of interest was reported by the author.

Data availability statement

Ethical guidelines do not allow for data identification and sharing.

Notes

1. The pedagogical characteristics of the Playworld adopted were 1) Selecting a dramatic story; 2) Creating an imaginary situation; 3) entering and exiting the imaginary situation; 4) planning a play inquiry which the children solve; 5) planning the interactions.

Additional information

Funding

This work was supported by the Australian Research Council [Discovery Grant DP140101131].