The role of cultural tools and motive objects in early childhood teachers’ curriculum decision-making about digital and popular culture play

References

• Australian Bureau of Statistics, 2013. Census of population and housing: socio-economic indexes for areas (SEIFA). Canberra, ACT: Author.
   Google Scholar
• Blackwell, C.K., Lauricella, A.R., and Wartella, E., 2014. Factors influencing digital technology use in early childhood education. Computers & Education, 77, 82–90. doi:10.1016/j.compedu.2014.04.013
   Web of Science ®Google Scholar
• Buchanan, R., 2015. Teacher identity and agency in an era of accountability. Teachers and Teaching: theory and Practice, 21 (6), 700–719. doi:10.1080/13540602.2015.1044329
   Web of Science ®Google Scholar
• Council of Australian Governments, 2012/2018. National quality standard. Canberra, Australia: Author.
   Google Scholar
• Department of Education, Employment and Workplace Relations, 2009. Belonging, being & becoming: the early years learning framework for Australia. Canberra, ACT: Author.
   Google Scholar
• Edwards, A., 2017. Relational expertise: a cultural-historical approach to teacher education. In: M. Peters, B. Cowie, and I. Menter, eds. A companion to research in teacher education. Singapore: Springer.
   Google Scholar
• Edwards, S. (2013). Post-industrial play:understanding the relationship between traditional and convergedforms of play in the early years. Chapter in J. Marsh., & A. Burke(Eds.), Children's Virtual Play Worlds: Culture, Learning, andParticipation, pp. 10-26. Peter Lang: New York.
   Google Scholar
• Edwards, S. (2015). New concepts of play and the problem of technology, Digital media and popular-culture integration with play-based learning in early childhood education. technology, pedagogy and education, 25(4),513-532.
   Google Scholar
• Flewitt, R., Messer, D., and Kucirkova, N., 2015. New directions for early literacy in a digital age: the iPad. Journal of early childhood literacy, 15 (3), 289–310. doi:10.1177/1468798414533560
   Web of Science ®Google Scholar
• Jenkins, H., 2006. Convergence culture: where old and new media collide. New York: New York University Press.
   Google Scholar
• Kalantzis, N. and Cope, B., 2012. Literacies. Port Melbourne, Australia: Cambridge University Press.
   Google Scholar
• Kaptelinin, V., 2005. The object of activity: making sense of the sense-maker. Mind, culture, and activity, 12 (1), 4–18. doi:10.1207/s15327884mca1201_2
   Google Scholar
• Leontiev, A.N., 1978. Activity, consciousness and personality. New Jersey: Prentice Hall.
   Google Scholar
• Miettinen, R., Paavola, S., and Pohjola, P., 2012. From habituality to change: contribution of activity theory and pragmatism to practice theories. Journal for the theory of social behaviour, 42 (3), 245–360. doi:10.1111/j.1468-5914.2012.00495.x
   Web of Science ®Google Scholar
• Narey, M.J., 2017. Multimodal visions: bringing “sense” to our twenty-first century texts. In: M.J. Narey, ed. Multimodal perspectives of language, literacy, and learning in early childhood: the creative and critical “art” of making meaning. New York: Springer International Publishing, 317–330.
   Google Scholar
• Nuttall, J., Edwards, S., Mantilla, A., Grieshaber, S., and Wood, E. (2015). The role of motive objects in early childhood teacher development concerning children's digital play and play-based learning in early childhood curricula. Professional development in education, 41(2),222-235 doi:10.1080/19415257.2014.990579
   Web of Science ®Google Scholar
• Patton, M., 1990. Qualitative evaluation and research methods. Beverly Hills, CA: Sage.
   Google Scholar
• Verenikina, I. 2010. Vygotsky in twenty-first-century research. In: J. Herrington and B. Hunter Eds. Proceedings of world conference on educational multimedia, hypermedia and telecommunications, Chesapeake, VA: Association for the Advancement of Computing in Education, 16–25.
   Google Scholar
• Vygotsky, L.S., 1978. Mind in society: the development of higher psychological functions. Cambridge, MA: Harvard University Press.
   Google Scholar
• Wood, E., and Chesworth, L., 2017. Play and pedagogy. In, eds. Bera-tactyc early childhood research review 2003-17. London: British Educational Research Association.
   Google Scholar
• Wood, E., and Hedges, H. 2016. Curriculum in early childhood education: critical questions about content, coherence, and control. The curriculum journal, 27(3),387-405. doi:10.1080/09585176.2015.1129981
   Web of Science ®Google Scholar