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Digital Games in the Early Childhood Classroom: Theoretical and Practical Considerations

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Digital Childhoods

Abstract

Digital games like other forms of play can be scary or fun, challenging or boring, risky or riskless and individual or collective. In every case, they can provide diverse opportunities for learning, exploring and experimenting under the principles of digital game-based learning (DGBL). The current chapter explores the main theoretical implications of the pedagogical value and the use of digital games in early childhood classrooms. The aim is to highlight why and how digital games can be used and embedded effectively within early childhood practice, drawing upon examples of research. Three factors are discussed in detail: aspects related to children’s health and children’s participation, aspects related to the design and content of digital games and aspects related to the role of the practitioner while integrating them in preschool practice. Overall, it is argued that digital games can extend children’s learning experiences through the combination of embodiment, active learning, entertainment and gaming.

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Author information

Authors and Affiliations

  1. Liverpool Hope University, Liverpool, UK

    Zoi Nikiforidou

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  1. Zoi Nikiforidou
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Correspondence to Zoi Nikiforidou .

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Editors and Affiliations

  1. Faculty of Education, Queensland University of Technology, Brisbane, Queensland, Australia

    Susan J. Danby

  2. Faculty of Education, Monash University, Frankston, Victoria, Australia

    Marilyn Fleer

  3. School of Education, Charles Sturt University, Wagga Wagga, New South Wales, Australia

    Christina Davidson

  4. Faculty of Human Sciences, Macquarie University, Sydney, New South Wales, Australia

    Maria Hatzigianni

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Nikiforidou, Z. (2018). Digital Games in the Early Childhood Classroom: Theoretical and Practical Considerations. In: Danby, S., Fleer, M., Davidson, C., Hatzigianni, M. (eds) Digital Childhoods. International Perspectives on Early Childhood Education and Development, vol 22. Springer, Singapore. https://doi.org/10.1007/978-981-10-6484-5_16

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  • DOI: https://doi.org/10.1007/978-981-10-6484-5_16

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  • Online ISBN: 978-981-10-6484-5

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