Advertisement

KidSmart© in Early Childhood Learning Practices: Playful Learning Potentials?

  • Eva Petersson Brooks
  • Nanna Borum
Part of the Lecture Notes in Computer Science book series (LNCS, volume 8514)

Abstract

This paper reports on a study exploring the outcomes from children’s play with technology in early childhood learning practices. The study is grounded in a sociocultural perspective on play and learning and consists of an analysis of children’s interaction with the KidSmart furniture, particularly focusing on playful learning potentials and values suggested by the technology. The study applied a qualitative approach and included125 children (aged three to five), 10 pedagogues, and two librarians. The results suggests that educators should sensitively consider intervening when children are interacting with technology, and rather put emphasize into the integration of the technology into the environment and to the curriculum in order to shape playful structures for children’s individual and collective interaction with technology.

Keywords

Early childhood learning playful learning interaction technology affordances 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. 1.
    Plowman, L., Stephen, C.: Children, Play, and Computers in Pre-school Education. British Journal of Educational Technology 36(2), 145–157 (2005)CrossRefGoogle Scholar
  2. 2.
    Cuban, L.: Oversold and Underused: Reforming Schools Through Technology, 1980-2000. Harvard University, Cambridge (2001)Google Scholar
  3. 3.
    Jernes, M., Alvestad, M., Sinnerud, M.: “Er det bra eller?” Pedagogiske Spenningsfelt i Møte med Digitale Verktøy i Norske Barnehager. Nordisk Barnehageforsking 3(3), 115–131 (2010)Google Scholar
  4. 4.
    Vygotsky, L.: Play and Its Role in the Mental Development of the Child. Voprosy Psihologii 12(6), 62–76 (1966)Google Scholar
  5. 5.
    Vygotsky, L.S.: The Collected Works of L.S. Vygotsky. Child Psychology, vol. 5. Plenum Press, New York (1998) (Editor: Rieber, R.W.)Google Scholar
  6. 6.
    Price, J., Rogers, Y., Scaife, M., Stanton, D., Neale, H.: Using ‘Tangibles’ to Promote Novel Forms of Playful Learning. Interacting with Computers 15(2), 169–185 (2003)CrossRefGoogle Scholar
  7. 7.
    Howard, J.: Eliciting Young Children’s Perceptions of Play, Work and Learning Using the Activity Apperception Story Procedure. Early Child Development and Care 172, 489–502 (2002)CrossRefGoogle Scholar
  8. 8.
    Howard, J., Bellin, W., Rees, V.: Eliciting Children’s Perception of Play and Exploiting Playfulness to Maximise Learning in the Early Years Classroom. In: Proceedings from BERA (British Educational Research Association) Annual Conference, University of Exeter, September 11-12, pp. 1–15 (2002)Google Scholar
  9. 9.
    Rogoff, B.: Apprenticeship in Thinking. Cognitive Development in Social Context. Oxford University Press, New York (1990)Google Scholar
  10. 10.
    Biskjaer, M.M., Dalsgaard, P.: Toward a Constrating Oriented Pragmatism Understanding of Design Creativity. In: Proceedings of the 2nd International Conference on Design Creativity (ICDC 2012), Glasgow, UK, September 18-20, pp. 65–74 (2012)Google Scholar
  11. 11.
    Petersson, E.: Non-formal Learning through Ludic Engagement with in Interactive Environments. Doctoral dissertation, Malmoe University, School of Teacher Education, Studies in Educational Sciences (2006)Google Scholar
  12. 12.
    Petersson, E.: Editorial: Ludic Engagement Designs for All. Digital Creativity 19(3), 141–144 (2008)CrossRefGoogle Scholar
  13. 13.
    Petersson, E., Brooks, A.: Virtual and Physical Toys – Open-ended Features towards Non-formal Learning. CyberPsychology and Behavior 9(2), 196–199 (2006)CrossRefGoogle Scholar
  14. 14.
    Petersson Brooks, E.: Ludic Engagement Designs: Creating Spaces for Playful Learning. In: Stephanidis, C., Antona, M. (eds.) UAHCI 2013, Part III. LNCS, vol. 8011, pp. 241–249. Springer, Heidelberg (2013)CrossRefGoogle Scholar
  15. 15.
    Shneiderman, B.: Creativity Support Tools – Accelerating Discovery and Innovation. Communication of the ACM 50(12), 20–32 (2007)CrossRefGoogle Scholar
  16. 16.
    Gibson, J.: The Theory of Affordances. In: Shaw, R., Bransford, J. (eds.) Perceiving, Acting and Knowing: Toward an Ecological Psychology, Lawrence Erlbaum, Hillsdale (1977)Google Scholar
  17. 17.
    Norman, D.A.: The Design of Everyday Things. Basic Books, New York (1988)Google Scholar
  18. 18.
    Kudrowitz, B.M., Wallace, D.R.: The Play Pyramid: A Play Classification and Idea-tion Tool for Toy Design. International Journal of Arts and Technology 3(1), 36–56 (2008)CrossRefGoogle Scholar
  19. 19.
    Jacobs, D.: The Cultural Side of Innovation. Adding Values. Routledge, London (2007)Google Scholar
  20. 20.
    Gasson, S.: Human-Centered vs. User-Centered Approaches to Information System Design. Journal of Information Technology Theory and Application 5(2), 29–46 (2003)Google Scholar
  21. 21.
    Giacomin, J.: What is Human Centred Design? In: 10th Congresso Brasileiro de Oesquisa e Desenvolvimento em Design, P&D Design 2012, Sao Luis (MA) (2012), http://hcdi.brunel.ac.uk/files/What%20is%20Human%20Centred%20Design.pdf (retrieved February 18, 2014)
  22. 22.
    Dey, I.: Qualitative Data Analysis: A User-Friendly Guide for Social Scientists. Routledge Taylor & Francis Group, London (1993)CrossRefGoogle Scholar
  23. 23.
    Flanagan, J.: The Critical Incident Technique. Psychological Bulletin 51(4), 327–358 (1954)CrossRefGoogle Scholar
  24. 24.
    Berry, C.: IBM KidSmart Early Learning Programme: Case Studies from 15 Countries which Demonstrate the Impact of KidSmart for Children with Special Educational Needs. Unpublished Manuscript (2009), http://blog.eun.org/insightblog/upload/brochure_Kidsmart_148x210_ANG_1.pdf (retrieved February 18, 2014)
  25. 25.
    Siraj-Blatchford, J., Siraj-Blatchford, I.: Developmentally Appropriate Technology in Early Childhood: ‘Video Conferencing’. Contemporary Issues in Early Childhood: Technology Special Issue 3(2), 216–225 (2004)Google Scholar
  26. 26.
    Labbo, L.D., Sprague, L., Montero, M.K., Font, G.: Connecting a Computer to Themes, Literature and Kindergarteners’ Literacy Needs. Reading Online 4(1) (2000), http://readingonline.org/electronic/labbo/index.html (retrieved March 12, 2014)
  27. 27.
    Siraj-Blatchford, J., Whitebread, D.: Supporting Information and Communications Technology in the Early Years. Open University Press, Berkshire (2003)Google Scholar
  28. 28.
    Bodrova, E., Leong, D.J.: Tools of the Mind: The Vygotskian Approach to Early Childhood Education, 2nd edn. Pearson Education/Merrill, Upper Saddle River (2007)Google Scholar

Copyright information

© Springer International Publishing Switzerland 2014

Authors and Affiliations

  • Eva Petersson Brooks
    • 1
  • Nanna Borum
    • 1
  1. 1.Centre for Design. Learning and Innovation, Department of Architecture and Media TechnologyAalborg UniversityEsbjergDenmark

Personalised recommendations