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  • 1.
    Samuelsson, Robin
    et al.
    Södertörn University Stockholm Sweden;UCL Knowledge Lab, Institute of Education University College London London UK.
    Price, Sara
    UCL Knowledge Lab, Institute of Education University College London London UK.
    Jewitt, Carey
    UCL Knowledge Lab, Institute of Education University College London London UK.
    How pedagogical relations in early years settings are reconfigured by interactive touchscreens2021Ingår i: British Journal of Educational Technology, ISSN 0007-1013, E-ISSN 1467-8535, Vol. 53, nr 1, s. 58-76Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    While interactive touchscreens are currently entering into educational practice, little is known about what this means for learning in early childhood and, in particular, how touchscreens shape action and communication. In this paper, we examine the interactions of 2-year-olds and their teachers in a multilingual preschool in Sweden. We analyse the communicative environment between the children, teachers and shared touchscreens and books in the context of reading. A mixed-methods analysis was used, taking a concept of action that includes both verbal, non-verbal utterances and digital touch. The analysis shows a reconfiguration to the interactional dynamic where children perform comparable amounts of actions in sessions with the touchscreen and book reading but less talk during the touchscreen sessions. However, while talking less, children display other types of communicative actions. We analyse the changing interactional dynamic that follows, its implications to learning and early childhood pedagogical practice and how interaction can be reconceptualised as cycles of communication and action in which educational scaffolding unfolds.

  • 2.
    Samuelsson, Robin
    et al.
    Uppsala universitet, Sweden.
    Price, Sara
    UCL Knowledge Lab, Institute of Education, University College London, London, UK.
    Jewitt, Carey
    UCL Knowledge Lab, Institute of Education, University College London, London, UK.
    How young children’s play is shaped through common iPad applications: a study of 2 and 4–5 year-olds2022Ingår i: Learning, Media & Technology, ISSN 1743-9884, E-ISSN 1743-9892, s. 1-19Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Digital devices such as iPads are prevalent in children’s play from an early age. How this shapes young children’s play is an area of considerable debate without any clear consensus on how different forms of play are brought into the iPad interaction. In this study, we examined 98 play activities of children in two preschool settings, featuring 2 and 4–5-year-olds, their play with iPads and non-digital artefacts. Three analytical approaches were used: an index built on a digital play framework (Bird, Jo, and Susan Edwards. 2015), a quantitative description of the index, and a qualitative interaction analysis of children’s play. Results show how play with iPads is characterised as less ludic than play with other artefacts, and diverges from the age-typical norms of play. We discuss what these results might mean for children’s play in contemporary early childhood settings and for children’s learning.

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