PDF(Pubmed)
Abstract：
Digital devices such as iPads are prevalent in children\'s play from an early age. How this shapes young children\'s play is an area of considerable debate without any clear consensus on how different forms of play are brought into the iPad interaction. In this study, we examined 98 play activities of children in two preschool settings, featuring 2 and 4-5-year-olds, their play with iPads and non-digital artefacts. Three analytical approaches were used: an index built on a digital play framework [Bird, Jo, and Susan Edwards. 2015. \"Children Learning to Use Technologies Through Play: A Digital Play Framework.\" British Journal of Educational Technology 46 (6): 1149-1160. doi:10.1111/bjet.12191 ], a quantitative description of the index, and a qualitative interaction analysis of children\'s play. Results show how play with iPads is characterised as less ludic than play with other artefacts, and diverges from the age-typical norms of play. We discuss what these results might mean for children\'s play in contemporary early childhood settings and for children\'s learning.
摘要：
像iPad这样的数字设备从小就在儿童游戏中盛行。这如何塑造幼儿的游戏是一个相当大的争论领域，没有任何明确的共识，如何不同的游戏形式被带入iPad的互动。在这项研究中,我们检查了两个学龄前儿童的98个游戏活动，以2岁和4-5岁为特征，他们玩iPad和非数字人工制品。使用了三种分析方法：建立在数字游戏框架上的索引[Bird，Jo,还有苏珊·爱德华兹.2015.儿童通过游戏学习使用技术：数字游戏框架。“英国教育技术杂志”46(6)：1149-1160。doi:10.1111/bjet.12191],指数的定量描述，并对儿童游戏进行了定性互动分析。结果表明，与iPad的游戏相比，使用iPad的游戏表现得更少，与年龄典型的游戏规范不同。我们讨论了这些结果对儿童在当代幼儿环境中的游戏和儿童的学习意味着什么。
