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

References

• Björk-Willén, P., & Aronsson, K. (2014). Preschoolers’ “animation” of computer games. Mind, Culture, and Activity, 21(4), 318–336. doi:10.1080/10749039.2014.952314
   Web of Science ®Google Scholar
• Bozhovich, L. I. (2009). The social situation of child development. Journal of Russian and East European Psychology, 47(4), 59–86. doi:10.2753/RPO1061-0405470403
   Google Scholar
• Chaiklin, S. (2003). The zone of proximal development in Vygotsky’s analysis of learning and instruction. In A. Kozulin, B. Gindis, V. S. Ageyev, & S. M. Miller (Eds.), Vygotsky’s educational theory in cultural context (pp. 39–64). New York, NY: Cambridge University Press.
   Google Scholar
• Elkonin, D. B. (2005). On the historical origin of role play. Journal of Russian and East European Psychology, 43(1), 49–89.
   Google Scholar
• Fleer, M. (2011). “Conceptual play”: Foregrounding imagination and cognition during concept formation in early years education. Contemporary Issues in Early Childhood, 12(3), 224–240. doi:10.2304/ciec
   Google Scholar
• Fleer, M. (2014a). The demands and motives afforded through digital play in early childhood activity settings. Learning, Culture and Social Interaction, 3, 202–209. doi:10.1016/j.lcsi.2014.02.012
   Web of Science ®Google Scholar
• Fleer, M. (2014b). Theorising play in the early years. Melbourne, Australia: Cambridge University Press.
   Google Scholar
• Fleer, M., & Hoban, G. (2012). Using ‘slowmation’ for intentional teaching in early childhood centres: Possibilities and imaginings. Australasian Journal of Early Childhood, 37(3), 137–146.
   Web of Science ®Google Scholar
• Gibbons, A. (2015). Debating digital childhoods: Questions concerning technologies, economies and determinisms. Open Review of Educational Research, 2(1), 118–127. doi:10.1080/23265507.2015.1015940
   Web of Science ®Google Scholar
• Göncü, A. (1993). Development of intersubjectivity in social pretend play. Human Development, 36, 185–198. doi:10.1159/000278206
   Web of Science ®Google Scholar
• Göncü, A., Jain, J., & Tuermer, U. (2007). Children’s play as cultural interpretation. In A. Göncü & S. Gaskins (Eds.), Play and development: Evolutionary, sociocultural, and functional perspectives (pp. 155–178). Hove, UK: Erlbaum.
   Google Scholar
• Hakkarainen, P., Bredikyte, M., Jakkula, K., & Munter, H. (2013). Adult play guidance and children’s play development in a narrative play-world. European Early Childhood Education Research Journal, 21(2), 213–225.
   Web of Science ®Google Scholar
• Hedegaard, M. (2002). Learning and child development. Aarhus, Denmark: Aarhus University Press.
   Google Scholar
• Hedegaard, M. (2008). Principles for interpreting research protocols. In M. Hedegaard and M. Fleer (Eds.), Studying Children. A cultural-historical approach (pp. 46–64). Berkshire, England: Open University Press.
   Google Scholar
• Hedegaard, M. (2012). Analyzing children’s learning and development in everyday settings from a cultural-historical wholeness approach. Mind, Culture, and Activity, 19, 127–138. doi:10.1080/10749039.2012.665560
   Web of Science ®Google Scholar
• Hedegaard, M. (2014). The significance of demands and motives across practices in children’s learning and development: An analysis of learning in home and school. Learning, Culture and Social Interaction, 3(3), 188–194. doi:10.1016/j.lcsi.2014.02.008
   Web of Science ®Google Scholar
• Hedegaard, M., & Fleer, M. (2008). Studying children. London, UK: Open University Press.
   Google Scholar
• Hedegaard, M., & Fleer, M. (2013). Play, leaning and children’s development: Everyday life in families and transition to school. New York, NY: Cambridge University Press.
   Google Scholar
• Hedges, H. (2014). Children’s content learning in play provision: Competing tensions and future possibilities. In L. Brooker, M. Blaise, & S. Edwards (Eds.), The Sage handbook of play and learning in early childhood (pp. 192–203). Los Angeles, CA: Sage.
   Google Scholar
• Hoban, G., Loughran, J., & Nielsen, W. (2011). Slowmation: Preservice elementary teachers representing science knowledge through creating multimodal digital animations. Journal of Research in Science Teaching, 48, 985–1009. doi:10.1002/tea.v48.9
   Web of Science ®Google Scholar
• Johnson, J. E., & Christie, J. F. (2009). Play and digital media. Computers in the Schools, 26(4), 284–289. doi:10.1080/07380560903360202
   Google Scholar
• Linderoth, J., Lantz-Andersson, A., & Linderstrom, A. (2002). Electronic exaggerations and virtual worries: Mapping research of computer games relevant to the understanding of children’s game play. Contemporary Issues in Early Childhood, 3(2), 226–250. doi:10.2304/ciec.2002.3.2.6
   Google Scholar
• Lindqvist, G. (1995). The aesthetics of play. A didactic study of play and culture in preschools. Acta Universitatis Upsaliensis. Uppsala Studies in Education, 62, 234. Uppsala
   Google Scholar
• Marsh, J., Plowman, L., Yamada-Rice, D., Bishop, J., & Scott, F. (2016). Digital play: A new classification. Early Years, 36(3), 242–253. doi:10.1080/09575146.2016.1167675
   Web of Science ®Google Scholar
• Moore, H. L. C. (2014). Young children’s play using digital touch-screen tablets (Unpublished doctoral thesis). The University of Texas at Austin, Austin, TX.
   Google Scholar
• Plowman, L., & Stephen, C. (2005). Children, play, and computers in pre-school education. British Journal of Educational Technology, 36(2), 145–157. doi:10.1111/bjet.2005.36.issue-2
   Web of Science ®Google Scholar
• Pramling Samuelsson, I., & Pramling, N. (2014). Children’s play and learning and developmental pedagogy. In L. Brooker, M. Blaise, & S. Edwards (Eds.), The Sage handbook of play and learning in early childhood (pp. 169–179). Los Angeles, CA: Sage.
   Google Scholar
• Ryan, S., & Northey-Berg, K. (2014). Professional preparation for a pedagogy of play. In L. Brooker, M. Blaise, & S. Edwards (Eds.), The Sage handbook of play and learning in early childhood (pp. 204–215): Los Angeles, CA: Sage.
   Google Scholar
• Stephen, C., Stevenson, O., & Adey, C. (2013). Young children engaging with technologies at home: The influence of family context. Journal of Early Childhood Research, 11(2), 149–164. doi:10.1177/1476718X12466215
   Google Scholar
• Van Oers, B. (2013). Is it play? Towards a reconceptualisation of role play from an activity theory perspective. European Early Childhood Education Research Journal, 21(2), 185–198. doi:10.1080/1350293X.2013.789199
   Web of Science ®Google Scholar
• Verenikina, I., & Kervin, L. (2011). iPads, digital play, and pre-schoolers. He Kupu: The Word, 2(5), 4–19. Retrieved from http://www.hekupu.ac.nz/index.php?type=journal&issue=15&journal=262
   Google Scholar
• Vygotsky, L. S. (1966). Play and its role in the mental development of the child. Voprosy Psikhologii, 12(6), 62–76.
   Google Scholar
• Vygotsky, L. S. (1994). The problem of the environment. In J. Valsiner & R. Vander Veer (Eds.), The Vygotsky reader (pp. 347–348). Oxford, UK: Blackwell.
   Google Scholar
• Vygotsky, L. S. (1998). The collected works of L.S. Vygotsky: Vol. 5. Child Psychology (M. J. Hall & R. W. Rieber, Eds.). New York, NY: Kluwer Academic and Plenum.
   Google Scholar
• Vygotsky, L. S. (2004). Imagination and creativity in childhood. Journal of Russian and East European Psychology, 42(1), 7–97.
   Google Scholar
• Wohlwend, K. E., & Kargin, T. (2013). “Cause I know how to get friends-plus they like my dancing”: (L)earning the nexus of practice in Club Penguin. In A. Burke & J. Marsh (Eds.), Children’s virtual worlds: Culture, learning and participation (pp. 79–98). New York, NY: Peter Lang.
   Google Scholar
• Wood, E. (2014). The play-pedagogy interface in contemporary debates. In L. Brooker, M. Blaise, & S. Edwards (Eds.), The Sage handbook of play and learning in early childhood (pp. 145–156). Los Angeles, CA: Sage.
   Google Scholar
• Young, M. F., Slota, S., Cutter, A. B., Jalette, G., Mullin, G., Lai, B., … Yukhymenko, M. (2012). The process is in another castle: A review of trends in serious gaming for education. Review of Educational Research, 82(1), 61–89. doi:10.3102/0034654312436980
   Web of Science ®Google Scholar