Abstract
This contribution presents an innovative concept, hybrid-transitions, as a theoretical tool to explore transitions between the digital and non-digital worlds as spaces at the intersection of young children’s agency and the limitations imposed by their position in society. Following a discussion of the idea that the passage between digital worlds and non-digital worlds during the using of technologies by groups of young children is a dense and social space, rather than a mere temporal sequence, the contribution will illustrate its theoretical argument using empirical data, collected during the observation of digital practices in a pre-kindergarten in the City of Boston. In particular, the examples provided suggest that children’s agency may be expressed in form of authorship of narratives based on personal memories and knowledge, evolving into collective interlaced narrative during peer-interaction. In the conclusion, it is argued that adults should carefully observe hybrid transitional spaces, and immerse themselves into the worlds and realms children construct and visit, in order to appreciate and promote children’s creative and, often unseen, social skills.
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Scollan, A. (2019). Practices/6, United States of America: Hybrid-Transitions as a Space for Children’s Agency. A Case-Study from a Pre-kindergarten in Boston. In: Farini, F., Scollan, A. (eds) Children’s Self-determination in the Context of Early Childhood Education and Services. International Perspectives on Early Childhood Education and Development, vol 25. Springer, Cham. https://doi.org/10.1007/978-3-030-14556-9_7
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