Literaturnachweis - Detailanzeige
| Autor/inn/en | Sakr, Mona; Oscar, Amanda |
|---|---|
| Titel | Stretchy Time or Screen Time: How Early Years Practitioners Conceptualise Time in Relation to Children's Digital Play |
| Quelle | In: Early Years: An International Journal of Research and Development, 42 (2022) 4-5, S.391-405 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0957-5146 |
| DOI | 10.1080/09575146.2020.1744530 |
| Schlagwörter | Early Childhood Education; Early Childhood Teachers; Teacher Attitudes; Play; Handheld Devices; Computer Oriented Programs; Teacher Workshops; Educational Technology; Learning Activities; Time Management |
| Abstract | There is a tension between the early years (EY) ideal of 'stretchy time' for free-flow play and discourses surrounding children's digital play, which emphasise the need for time limits. To explore this tension further, we engaged in collaborative reflective dialogue with 20 EY practitioners in a workshop exploring apps for young children. Based on a thematic analysis of the written notes made by practitioners during the workshop, we present four conceptualisations of time adopted by practitioners in relation to digital play: balance, limitation, self-regulation and open exploration.. We then present three factors that shape these conceptualisations of time: 1) whether apps are seen as tools or activities, 2) pedagogic emphasis on purposefulness versus playfulness and 3) take-up of popular discourses of concern. Based on the findings, we suggest how practitioners might use observation, reflection and their own playful experiences as a way of generating new possibilities for managing time around digital play in EY environments. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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