New Concepts of Play and the Problem of Technology, Digital Media and Popular-Culture Integration with Play-Based Learning in Early Childhood Education

Autor/in	Edwards, Susan
Titel	New Concepts of Play and the Problem of Technology, Digital Media and Popular-Culture Integration with Play-Based Learning in Early Childhood Education
Quelle	In: Technology, Pedagogy and Education, 25 (2016) 4, S.513-532 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2015.1108929
Schlagwörter	Foreign Countries; Play; Technology Integration; Multimedia Materials; Popular Culture; Early Childhood Education; Concept Mapping; Constructivism (Learning); Case Studies; Preschool Teachers; Data Analysis; Preschool Children; Childhood Interests; Visual Aids; Teaching Methods; Alignment (Education); Learning Experience; Australia + Suchen Sie Ihr Suchwort? Ausland; Spiel; Popkultur; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Concept Map; Case study; Fallstudie; Case Study; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Auswertung; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Anschauungsmaterial; Teaching method; Lehrmethode; Unterrichtsmethode; Lernerfahrung; Australien
Abstract	Technology, digital media and popular culture form an important aspect of young children's life-worlds in contemporary post-industrial societies. A problem for early childhood educators is how to most effectively integrate these aspects of children's life-worlds into the provision of play-based learning. Traditionally, research has considered barriers to teacher uptake of technologies in the early years, or teacher beliefs and attitudes about using technologies with young children. An alternative perspective focuses on children's play as the foundation for early childhood curriculum provision and argues that what is needed instead are "new" concepts of play more appropriate for explaining children's contemporary play experiences in post-industrial societies. This article examines the influence of a new concept of play called "web-mapping" on teachers' curriculum practices in early childhood education, and finds that, according to Vygotsky's ideas about explicit and implicit mediation, new concepts of play are likely to provide a fruitful avenue for addressing the 'problem' of technology, digital media and popular-culture integration in early childhood education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01