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 In O. Erstad, R. Flewitt, B. Kümmerling-Meibauer & I. Pereira and Í. S. Pires Periera (Ed.). The Routledge Handbook of Digital Literacies in Early Childhood pp. 214-226 Routledge. https://doi.org/10.4324/9780203730638
AuthorsWood, Elizabeth, Nuttall, Joce, Edwards, Susan and Grieshaber, Susan
EditorsO. Erstad, R. Flewitt, B. Kümmerling-Meibauer & I. Pereira and Í. S. Pires Periera
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
Open accessPublished as green open access
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Author's accepted manuscript
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Open
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All rights reserved
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Controlled
Supplemental file
File Access Level
Open
Output statusPublished
Grant IDARC/DP150102040
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This record contains an Accepted Manuscript of a book chapter published by Routledge/CRC Press in The Routledge Handbook of Digital Literacies in Early Childhood on 5 July 2019, available online: http://www.routledge.com/9780203730638

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Ortlipp, M. and Nuttall, Joce. (2011) Supervision and assessment of the early childhood practicum : experiences of pre-service teachers who speak English as a second language and their supervising teachers. Australasian Journal of Early Childhood. 36(2), pp. 87 - 94.
Environmentalising early childhood education curriculum through pedagogies of play
Edwards, Susan Elizabeth and Cutter-Mackenzie, Amy. (2011) Environmentalising early childhood education curriculum through pedagogies of play. Australasian Journal of Early Childhood. 36(1), pp. 51 - 60. https://doi.org/10.1177/183693911103600109
Lessons from 'a really useful engine'™: using Thomas the Tank Engine™ to examine the relationship between play as a leading activity, imagination and reality in childrens' contemporary play worlds
Edwards, Susan. (2011) Lessons from 'a really useful engine'™: using Thomas the Tank Engine™ to examine the relationship between play as a leading activity, imagination and reality in childrens' contemporary play worlds. Cambridge Journal of Education. 41(2), pp. 195 - 210. https://doi.org/10.1080/0305764X.2011.572867
Socio-economic factors affecting sustainable utilization of woody species in zegie peninsula, northwestern ethiopia
Alelign, Alemnew, Yemshaw, Yonas, Teketay, Demel and Edwards, Susan. (2011) Socio-economic factors affecting sustainable utilization of woody species in zegie peninsula, northwestern ethiopia. Tropical Ecology. 52(1), pp. 13 - 24.
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 In L. Brooker and S. Edwards (Ed.). pp. 136 - 151 Open University Press.
'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 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 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 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 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 pp. 1 - 8 Sense Publishers.
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 In S.Edwards and J. Nuttall (Ed.). Professional Learning in Early Childhood Settings pp. 131 - 137 Sense Publishers.
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 In S. Edwards and J. Nuttall (Ed.). Professional learning in early childhood settings pp. 97 - 114 Sense Publishers.
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 In S. Edwards and J. Nuttall (Ed.). Professional Learning in Early Childhood Settings pp. 81 - 95 Sense Publishers.
Macropolitical forces and micropolitical realities: implementing Te Whariki
Hedges, Helen and Nuttall, Jocelyn Grace. (2008) Macropolitical forces and micropolitical realities: implementing Te Whariki. In In A. C. Grasesser (Ed.). Nga kaupapa here: Connections and contradictions in education pp. 77 - 87 Cengage Learning Asia Pte Ltd.
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 pp. 171 - 187 Nova Science Publishers.
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 In L. Keesing-Styles and H. Hedges (Ed.). Theorising early childhood practice : emerging dialogues pp. 77 - 88 Pademelon Press.
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 pp. 37 - 52 Sense Publishers. https://doi.org/10.1163/9789087901257_005
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, Suzy. (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/S0814062600001348
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 In B. Doecke, M. Howie and W. Sawyer (Ed.). Only connect: English teaching, schooling and community pp. 321 - 334 Wakefield Press.
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. https://doi.org/10.1080/09575140500043161
Teacher education and problem based learning: exploring the issues and identifying the benefits
Edwards, Suzy 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. https://doi.org/10.1080/14759390500200210
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. https://doi.org/10.1080/17508480509556412
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 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. https://doi.org/10.18296/ecf.0216
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 - 142.