Digital Role-Play: The Changing Conditions of Children’s Play in Preschool Settings

ABSTRACT

This study reports on the contradictions between the motive orientations of teachers and preschool children when digital animation was introduced in 3 preschools (103 children M age = 3;8 years, 4;2 years, and 5;0 years, respectively; n= 371 hr of video). The findings suggested that new psychological conditions are created during digital play; differing motive orientations of children and teachers appear to have a bearing on how children pay attention to, or engage with, the learning goals set by the teacher; and higher levels of negotiation are required in contradictory contexts of motives for learning or play.

Acknowledgments

I acknowledge the expert editorial support received from Artin Göncü.

Funding

Funds from the Australian Research Council Discovery Grant provided the resources for enabling the study to be undertaken, including allowing for research assistance from Sue March (field leader for team that follows), Megan Adams, Feiyan Chen, Rowan Fleer-Stout, Judith Gomes, Yijun Hao, Madeleine Holland, Hasnat Jahan, Shuhuan Pang, Shukla Sikder, Devi Sukmawati, and Pui Ling Wong.

Additional information

Funding

Funds from the Australian Research Council Discovery Grant provided the resources for enabling the study to be undertaken, including allowing for research assistance from Sue March (field leader for team that follows), Megan Adams, Feiyan Chen, Rowan Fleer-Stout, Judith Gomes, Yijun Hao, Madeleine Holland, Hasnat Jahan, Shuhuan Pang, Shukla Sikder, Devi Sukmawati, and Pui Ling Wong.