Young children's digital play in early childhood settings: Curriculum, pedagogy and teachers' knowledge

Book chapter


Wood, Elizabeth, Nuttall, Joce, Edwards, Susan and Grieshaber, Susan 2020. Young children's digital play in early childhood settings: Curriculum, pedagogy and teachers' knowledge. in: O. Erstad, R. Flewitt and B. Kummerling-Meibauer and I. S. P. Pereira (ed.) The Routledge Handbook of Digital Literacies in Early Childhood United Kingdom: Routledge. pp. 214 - 226
AuthorsWood, Elizabeth, Nuttall, Joce, Edwards, Susan and Grieshaber, Susan
EditorsO. Erstad, R. Flewitt and B. Kummerling-Meibauer and I. S. P. Pereira
Abstract

Research indicates that children’s digital play practices seem to be in advance of teachers’ adaptation of curriculum and pedagogical approaches to incorporate digital technologies, digital media and popular culture, and the potential for learning that these materials generate. This chapter aims to present examples from the empirical data in order to raise questions about how teachers can make sense of children’s converged play in relation to the curriculum. It presents the research literature that identifies the gap between children’s converged play and curriculum and pedagogy in early childhood education settings. The chapter describes the conceptual framework, combining contemporary iterations of socio-cultural theories, with theories of children’s interests, funds of knowledge, and converged play. It illustrates how teachers in the “New Play Pedagogies” project shifted their understanding of digital technologies, digital media and popular culture, and how children’s interests and practices could be integrated into the early childhood curriculum.

Page range214 - 226
Year2020
Book titleThe Routledge Handbook of Digital Literacies in Early Childhood
PublisherRoutledge
Place of publicationUnited Kingdom
ISBN9781138303881
Digital Object Identifier (DOI)https://doi.org/10.4324/9780203730638
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
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https://acuresearchbank.acu.edu.au/item/86204/young-children-s-digital-play-in-early-childhood-settings-curriculum-pedagogy-and-teachers-knowledge

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Framing play for learning: Professional reflections on the role of open-ended play in early childhood education
Edwards, Susan, Cutter-Mackenzie, Amy and Hunt, Elizabeth 2010. Framing play for learning: Professional reflections on the role of open-ended play in early childhood education. in: L. Brooker and S. Edwards (ed.) Berkshire, England: Open University Press. pp. 136 - 151
'Teaching through assessment': The merging of technology and assessment in teacher education learning contexts
Edwards, Susan 2010. 'Teaching through assessment': The merging of technology and assessment in teacher education learning contexts. National Biennial Conference of the Australian Council for Computers in Education (ACEC2010). Australia: Australian Council for Computers in Education. pp. 1 - 13
Learning to teach in the early years classroom
Blaise, Mindy and Nuttall, Joce 2010. Learning to teach in the early years classroom. Australia: Oxford University Press.
Numberjacks are on their way! A cultural historical reflection on contemporary society and the early childhood curriculum
Edwards, Susan Elizabeth 2010. Numberjacks are on their way! A cultural historical reflection on contemporary society and the early childhood curriculum. Pedagogy Culture and Society. 18 (3), pp. 261 - 272. https://doi.org/10.1080/14681366.2010.504649
Early childhood curriculum: Planning, assessment, and implementation
McLachlan, Claire, Fleer, Marilyn and Edwards, Susan 2010. Early childhood curriculum: Planning, assessment, and implementation. USA: Cambridge University Press.
Investigating the environmental scientific concepts in children's play: How do children and teachers interpret play-based learning?
Cutter-Mackenzie, Amy, Edwards, Susan Elizabeth and Fleer, Marilyn 2009. Investigating the environmental scientific concepts in children's play: How do children and teachers interpret play-based learning? Australian Research in Early Childhood Education. 16 (1), pp. 49 - 61.
Professional learning in early childhood settings
Edwards, Susan and Nuttall, Joce 2009. Professional learning in early childhood settings. The Netherlands: Sense Publishers.
Beyond developmentalism? Early childhood teachers' understandings of multiage grouping in early childhood education and care
Edwards, Susan, Blaise, Mindy and Hammer, M. 2009. Beyond developmentalism? Early childhood teachers' understandings of multiage grouping in early childhood education and care. Australasian Journal of Early Childhood. 34 (4), pp. 55 - 63.
Early childhood education and care: A sociocultural approach
Edwards, Susan 2009. Early childhood education and care: A sociocultural approach. Australia: Pademelon Press.
Introduction to Professional learning in early childhood settings
Edwards, Susan and Nuttall, Joce 2009. Introduction to Professional learning in early childhood settings. in: Professional learning in early childhood settings The Netherlands: Sense Publishers. pp. 1 - 8
Call for research - the consuming child-in-context in unhealthy and unsustainable times
Edwards, Susan, Skouteris, Helen, Do, H., Rutherford, Elaine and Cutter-Mackenzie, Amy 2009. Call for research - the consuming child-in-context in unhealthy and unsustainable times. Australian Journal of Environmental Education. 26, pp. 33 - 45. https://doi.org/10.1017/S0814062600000811
Future directions in researching professional learning in early childhood settings
Nutall, Joce and Edwards, Susan 2009. Future directions in researching professional learning in early childhood settings. in: S.Edwards and J. Nuttall (ed.) Professional Learning in Early Childhood Settings Sense Publishers. pp. 131 - 137
Structure, agency, and artefacts: Mediating professional learning in early childhood education
Nuttall, Jocelyn Grace, Coxon, Lisa and Read, Sarah 2009. Structure, agency, and artefacts: Mediating professional learning in early childhood education. in: S. Edwards and J. Nuttall (ed.) Professional learning in early childhood settings Sense Publishers. pp. 97 - 114
Beyond developmentalism: Interfacing professional learning and teachers' conceptions of sociocultural theory
Edwards, Susan Elizabeth 2009. Beyond developmentalism: Interfacing professional learning and teachers' conceptions of sociocultural theory. in: S. Edwards and J. Nuttall (ed.) Professional Learning in Early Childhood Settings Sense Publishers. pp. 81 - 95
Macropolitical forces and micropolitical realities: implementing Te Whariki
Hedges, Helen and Nuttall, Jocelyn Grace 2008. Macropolitical forces and micropolitical realities: implementing Te Whariki. in: A. C. Grasesser (ed.) Nga kaupapa here: Connections and contradictions in education Australia: Cengage Learning Asia Pte Ltd. pp. 77 - 87
Exemplar schools using innovative learning technologies
Auld, Glenn, Holkner, Bernard, Fernando, Anthony, Henderson, M., Romeo, Geoff, Russell, Graham, Seah, Wee Tiong and Edwards, Susan 2008. Exemplar schools using innovative learning technologies. Australian Council for Computers in Education conference. Australia: Australian Council for Computers in Education. pp. 32 - 43
Research into initial teacher education in Australia: A survey of the literature 1995-2004
Murray, Sally, Nuttall, Joce and Mitchell, Jane 2008. Research into initial teacher education in Australia: A survey of the literature 1995-2004. Teaching and Teacher Education. 24 (1), pp. 225 - 239. https://doi.org/10.1016/j.tate.2007.01.013
Images of childhood, early education and care: Mediating the principles of social constructionism with teachers' perceptions of practice and pedagogy
Edwards, Susan Elizabeth 2008. Images of childhood, early education and care: Mediating the principles of social constructionism with teachers' perceptions of practice and pedagogy. in: Early Childhood Education: Issues and developments United States of America: Nova Science Publishers. pp. 171 - 187
Theoretical transitions and professional learning: how do early childhood teachers understand sociocultural theory?
Edwards, Susan 2007. Theoretical transitions and professional learning: how do early childhood teachers understand sociocultural theory? New Zealand Research in Early Childhood Education. 10, pp. 131 - 144.
Theory, policy, and practice: Three contexts for the development of Australasia’s early childhood curriculum documents
Nuttall, Joce and Edwards, Suzy 2007. Theory, policy, and practice: Three contexts for the development of Australasia’s early childhood curriculum documents. in: L. Keesing-Styles and H. Hedges (ed.) Theorising early childhood practice : emerging dialogues Pademelon Press. pp. 77 - 88
Expanding intersubjectivity: The potential of Bakhtinian dialogism to inform narrative assessment in early childhood education
White, Jayne and Nuttall, Joce 2007. Expanding intersubjectivity: The potential of Bakhtinian dialogism to inform narrative assessment in early childhood education. First Years Nga Tau Tuatahi. 9 (1), pp. 21 - 25.
From developmental constructivism to sociocultural theory and practice: An expansive analysis of teachers' professional learning in early childhood education
Edwards, Susan 2007. From developmental constructivism to sociocultural theory and practice: An expansive analysis of teachers' professional learning in early childhood education. Journal of Early Childhood Research. 5 (1), pp. 83 - 106. https://doi.org/10.1177/1476718X07072155
Problem based learning in early childhood and primary pre-service teacher education: identifying the issues and examining the benefits
Edwards, Susan and Hammer, M 2007. Problem based learning in early childhood and primary pre-service teacher education: identifying the issues and examining the benefits. Australian Journal of Teacher Education. 32 (2), pp. 1 - 16.
Fieldwork supervision: A space for professional learning
Nuttall, Joce, Doecke, Brenton, Berry, Amanda, Illesca, Bella and Mitchell, Jane 2007. Fieldwork supervision: A space for professional learning. in: Changing perspectives on professional learning: Professionalism, identities and practice The Netherlands: Sense Publishers. pp. 37 - 52
Changing research contexts in teacher education in Australia: Charting new directions
Nuttall, Joce, Mitchell, Jane and Seddon, Terri 2006. Changing research contexts in teacher education in Australia: Charting new directions. Asia-Pacific Journal of Teacher Education. 34 (1), pp. 321 - 332. https://doi.org/10.1080/13598660600927224
Everyday environmental education experiences: the role of content in early childhood education
Cutter-Mackenzie, Amy and Edwards, Susan 2006. Everyday environmental education experiences: the role of content in early childhood education. Australian Journal of Environmental Education. 22 (2), pp. 13 - 19. https://doi.org/10.1017/aee.2014.37
Eco-literacy and the content-pedagogy relationship in early childhood education
Edwards, Susan and Cutter-Mackenzie, Amy 2006. Eco-literacy and the content-pedagogy relationship in early childhood education. Australian Association for Environmental Education National 2006 Conference. Australia: Australian Association for Environmental Education. pp. 169 - 177
Listening to Ngaire: Teacher negotiation of the personal and the institutional in childcare.
Nuttall, Joce 2006. Listening to Ngaire: Teacher negotiation of the personal and the institutional in childcare. Teachers and Teaching: Theory and Practice. 12 (2), pp. 139 - 150. https://doi.org/10.1080/13450600500467316
Teacher education: What are its prospects?
Mitchell, Jane, Murray, Sally and Nuttall, Joce 2006. Teacher education: What are its prospects? in: B. Doecke, M. Howie and W. Sawyer (ed.) Only connect: English teaching, schooling and community Wakefield Press. pp. 321 - 334
Co-operating teachers' perspectives under scrutiny: A comparative analysis of Australia and Canada
Mitchell, Jane, Clarke, Anthony and Nuttall, Joce 2006. Co-operating teachers' perspectives under scrutiny: A comparative analysis of Australia and Canada. Asia-Pacific Journal of Teacher Education. 35 (1), pp. 5 - 25. https://doi.org/10.1080/13598660601111109
Laura's story: Using problem based learning in early childhood and primary teacher education
Edwards, Susan and Hammer, M. 2006. Laura's story: Using problem based learning in early childhood and primary teacher education. Teaching and Teacher Education. 22 (4), pp. 465 - 477. https://doi.org/10.1016/j.tate.2005.11.010
'Stop thinking of culture as geography': Early childhood educators' conceptions of sociocultural theory as an informant to curriculum
Edwards, Susan 2006. 'Stop thinking of culture as geography': Early childhood educators' conceptions of sociocultural theory as an informant to curriculum. Contemporary Issues in Early Childhood. 7 (3), pp. 238 - 252.
Children's learning and developmental potential: examining the theoretical informants of early childhood curricula from the educator's perspective
Edwards, Susan 2005. Children's learning and developmental potential: examining the theoretical informants of early childhood curricula from the educator's perspective. Early Years: an international journal of research and development. 25 (1), pp. 67 - 80.
Teacher education and problem based learning: exploring the issues and identifying the benefits
Edwards, Susan and Hammer, M 2005. Teacher education and problem based learning: exploring the issues and identifying the benefits. AARE International Education Research Conference. Australia: Open Book Print (AARE Publication). pp. 1 - 13
Higher education in the twenty-first century: examining the interface between graduate attributes, online and problem based learning at Monash University
Edwards, Susan 2005. Higher education in the twenty-first century: examining the interface between graduate attributes, online and problem based learning at Monash University. Technology, Pedagogy and Education. 14 (3), pp. 329 - 352.
The four dimensions of curriculum: defining curriculum from the early childhood educator's perspective
Edwards, Susan 2005. The four dimensions of curriculum: defining curriculum from the early childhood educator's perspective. International Research in Early Childhood Education. 12 (2), pp. 25 - 37.
Identifying the factors that influence computer use in the early childhood classroom
Edwards, Susan 2005. Identifying the factors that influence computer use in the early childhood classroom. Australasian Journal of Educational Technology. 21 (2), pp. 192 - 210.
Constructivism does not only happen in the individual: sociocultural theory and early childhood education
Edwards, Susan 2005. Constructivism does not only happen in the individual: sociocultural theory and early childhood education. Early Child Development and Care. 175 (1), pp. 37 - 47. https://doi.org/10.1080/0300443042000230311
Educators and Children Learning Together: Reflections on the Early Childhood Assessment Exemplars
Nuttall, Joce 2005. Educators and Children Learning Together: Reflections on the Early Childhood Assessment Exemplars. Early Education. 38, pp. 63 - 75.
Looking back, looking forward: Three decades of early childhood curriculum development in Aotearoa New Zealand
Nuttall, Joce 2005. Looking back, looking forward: Three decades of early childhood curriculum development in Aotearoa New Zealand. Curriculum Matters. 1, pp. 12 - 28.
Talking about a revolution. Paradigmatic change in early childhood education: from developmental to sociocultural theory and beyond
Edwards, Susan 2005. Talking about a revolution. Paradigmatic change in early childhood education: from developmental to sociocultural theory and beyond. Critical Studies in Education. 46 (1), pp. 1 - 12.
The reasoning behind the scene: Why do early childhood educators use computers in their classrooms?
Edwards, Susan 2005. The reasoning behind the scene: Why do early childhood educators use computers in their classrooms? Australasian Journal of Early Childhood. 30 (4), pp. 25 - 33.
Pathway to the future? Doing childcare in the era of New Zealand's early childhood Strategic Plan
Nuttall, Joce 2005. Pathway to the future? Doing childcare in the era of New Zealand's early childhood Strategic Plan. New Zealand: Victoria University of Wellington.
Getting beyond the 'what' and the 'how' problematising pedagogy in early childhood education
Edwards, Susan and Nuttall, Joce 2005. Getting beyond the 'what' and the 'how' problematising pedagogy in early childhood education. Early Childhood Folio: A collection of recent research.
Why I hated socio-cultural theory: confessions of a reformed cognitive-developmentalist
Edwards, Susan 2005. Why I hated socio-cultural theory: confessions of a reformed cognitive-developmentalist. Pedagogy Culture and Society. 13 (2), pp. 133 - 141.